Scholarly critiques of graduate management programs primarily target content and curriculum. But what if it is how faculty teach as much as what is taught that hinders the success of thee programs and their graduates? As we identify new skills that our graduates will need to thrive in the global work environment, how can we ensure that they possess those skills? The answer, we believe, is that business school faculty and administrators can foster their students' success by giving teaching and learning more significance and putting associated research findings into practice.
|Title of host publication||Disrupt or be disrupted|
|Subtitle of host publication||A blueprint for change in management education|
|Editors||Brooks C Holtom, Erich Dierdorff|
|Place of Publication||San Francisco|
|Number of pages||40|
|Publication status||Published - 2013|
Brown, K. G., Arbaugh, J. B., Hrivnak, G. A., & Kenworthy, A. L. (2013). Overlooked and unappreciated: What research tells us about how teaching must change. In B. C. Holtom, & E. Dierdorff (Eds.), Disrupt or be disrupted: A blueprint for change in management education (pp. 219-258). San Francisco : Jossey-Bass.