Podsakoff, Philip M., Podsakoff, Nathan P., Mishra, Paresh, and Escue, Carly
Academy of Management Learning & Education. Dec2018, Vol. 17 Issue 4, p496-531. 36p. 4 Charts.
PROFESSIONAL education, HIGHER education, POSTDOCTORAL programs, GRADUATE students, and DOCTOR of philosophy degree
Given the disproportionate influence that high-impact articles have on the field of management, it is not surprising that PhD students trying to establish themselves early in their careers would like to know how to write such articles. Unfortunately, these students often receive conflicting advice about whether they should bide their time by conducting incremental research until they reach tenure (play "small ball"), or try to write impactful research early in their careers ("swing for the fences"). We explore the characteristics of high-impact management articles and examine whether early-career scholars are capable of publishing them. Our analysis shows that over half (53%) the authors of 235 high-impact management articles published them in the pre-tenure period of their careers. We use the results of this study, along with the lessons from previous research, to provide recommendations to faculty mentors and advisors on how PhD students can increase their chances of conducting high-impact research. [ABSTRACT FROM AUTHOR]
Wright, April L., Irving, Gemma, Hibbert, Paul, and Greenfield, Geoff
Academy of Management Learning & Education. Dec2018, Vol. 17 Issue 4, p453-473. 21p. 1 Diagram, 1 Chart.
MANAGEMENT, PROFESSIONAL education, PROBLEM solving, STRATEGIC planning, SHARED leadership, and BUSINESS communication
This paper advances the literature on evidence-based management (EBMgt) by exploring how students understand it. We conduct a qualitative inductive study of undergraduate students who were introduced to EBMgt and applied evidence-based processes as part of an introductory management course. Our findings identify four qualitatively different student understandings of EBMgt: (1) EBMgt as an unrealistic way of doing management; (2) EBMgt as a way of doing management in particular situations; (3) EBMgt as a generally useful way of doing management; and (4) EBMgt as an ideal way of being a manager. We find that variations in student understanding are based upon perceptions of the utility of evidence-based processes, the stance taken toward scientific evidence as a form of knowledge, and the focus of reflection about the practice of EBMgt. By opening up insight into how undergraduate students understand and make sense of EBMgt as ways of doing and being, we contribute to the theoretical literature on EBMgt, to the practice of EBMgt teaching and learning, and offer new paths for future research. [ABSTRACT FROM AUTHOR]
Journal of Business Chemistry. 2017, Vol. 14 Issue 1, p2-10. 9p.
Chemical plants, Professional education, Technological innovations, and Management
Fostering innovation in the chemical industry demands a new approach to the competencies required by employees. To succeed in innovation processes, competencies are needed that transcend the mere scientific knowledge in chemistry: skills are needed to work in teams in a transdisciplinary manner in order to generate new ideas. Moreover, these skills will enable employees to exploit innovations that exist at the interface with other disciplines and industries. However, how can such competencies be trained and fostered? This article addresses competencies that are crucial to cross-industry and interdisciplinary innovation processes. Furthermore, it outlines principles for developing competencies through professional educational activities and provides both practical examples and domains for further research. [ABSTRACT FROM AUTHOR]
Keithley, Erwin M., Schmidt, Warren, and Shedlin, Arthur J.
Journal of Business Communication. Winter65, Vol. 2 Issue 2, p1-19. 19p. 1 Chart.
Business education, Professional education, Business schools, Business students, Business teachers, Management, Business communication, Problem solving, Curricula (Courses of study), and Training of business teachers
The article discusses an experiment in managerial education for undergraduate university students at the University of California-Los Angeles (UCLA) School of Business Administration. During the three-year experiment in managerial education, the faculty defined course objectives to meet the following challenges: student apathy and resistance to education; unproductive duplication among courses in the curriculum; inability of students to see the relationships between what they learn in various courses; inadequate communication skills; poor analytical and problem-solving abilities.
Rougas, Steven, Gentilesco, Bethany, Green, Emily, and Flores, Libertad
Medical Teacher. Oct2015, Vol. 37 Issue 10, p901-907. 7p.
PROFESSIONAL education, ADULTS, PROFESSIONALISM, BEHAVIOR, HOSPITAL medical staff, MEDICAL students, DECISION making, CURRICULUM, JUDGMENT (Psychology), MANAGEMENT, MEDICINE, ROLE models, SCHOOL environment, SOCIAL support, and STUDY & teaching
Medical educators have gained significant ground in the practical and scholarly approach to professionalism. When a lapse occurs, thoughtful remediation to address the underlying issue can have a positive impact on medical students and resident physicians, while failure to address lapses, or to do so ineffectively, can have long-term consequences for learners and potentially patients. Despite these high stakes, educators are often hesitant to address lapses in professionalism, possibly due to a lack of time and familiarity with the process. Attention must be paid to generalizable, hands-on recommendations for daily use so that clinicians and administrators feel well equipped to tackle this often difficult yet valuable task. This article reviews the literature related to addressing unprofessional behavior among trainees in medicine and connects it to the shared experience of medical educators at one institution. The framework presented aims to provide practical guidance and empowerment for educators responsible for addressing medical student and resident physician lapses in professionalism. [ABSTRACT FROM AUTHOR]