Exercises,Not Assignments—Is It Just Semantics?

Abstract

Get full access to this article

View all access options for this article.

References

Bilimoria

(1999). The editor’s corner. The Journal of Management Education’s sections: Editorial mission and guidelines. Journal of Management Education, 23(4), 334-337. https://doi.org/10.1177/105256299902300402

Bowen

D. D.

(1995). Exercises, activities, and simulations section of JME: A vision statement. Journal of Management Education, 19(2), 269-270. https://doi.org/10.1177/105256299501900213

Debnath

S. C.

Tandon

Pointer

L. V.

(2007). Designing business school courses to promote student motivation: An application of the job characteristics model. Journal of Management Education, 31(6), 812-832. https://doi.org/10.1177/1052562906290914

Dennehy

R. F.

Sims

R. R.

Collins

H. E.

(1998). Debriefing experiential learning exercises: A theoretical and practical guide for success. Journal of Management Education, 22(1), 9-25. https://doi.org/10.1177/105256299802200102

Erickson

Marks

Karcher

(2020). Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course. Teaching & Learning Inquiry, 8(1). https://doi.org/10.20343/teachlearninqu.8.1.10

Herman

Schmidt-Wilk

(2005). Editors’ corner. Journal of Management Education, 29(5), 671. https://doi.org/10.1177/1052562905280697

Mentkowski

(2006). Accessible and adaptable elements of Alverno student assessment-as-learning: Strategies and challenges for peer review. In Bryan

Clegg

(Eds.), Innovative assessment in higher education (pp. 48-63). Routledge.

Roberson

Franchini

(2014). Effective task design for the TBL classroom. Journal of Excellence in College Teaching, 25(3&4), 275-302.