行动导向教学法在中职“营销心理学”教学中的应用

行动导向教学法是一种以职业活动为导向、以培养学生职业能力为核心、由一系列以学生为主体的教学方法组成的教学法。该文主要阐述行动导向教学法中案例教学法、角色扮演法和项目教学法在中职《营销心理学》教学中的应用及注意事项。     

对本科案例教学之课堂讨论组织重新设计的行动研究——以一次《人力资源管理》案例教学为例

近年来本科生,尤其是工商管理类专业本科生的案例教学实践中涌现很多改革的尝试,却鲜有将行动研究法应用到其中的,尤其是案例讨论的课堂组织的诸多实践产生出的问题皆是良好的研究素材。笔者通过自身案例教学实践,以案例教学中课堂讨论组织的重新设计来展开行动研究,重点探讨了设计方案中对案例讨论问题的重新设置,将很容易成为诸多教学实践者隐性知识秘而不宣的部分抽丝剥茧的展现出来,以期共享。     

基于行动导向的高职会计电算化课程教学方法探索

课程教学是专业教学的载体,教学方法是保障课程教学质量的有效途径,"行动导向法"是一种基于学生职业能力培养的教学方法.本文对行动导向法相关理论进行分析,探讨其在会计电算化课程教学中的具体应用,并总结其应用中的成效与不足,对于推进高职高专会计电算化课程教学改革、提升课程教学质量是一次有益的尝试.     

浅淡行动学习法在电网企业培训工作中的应用

行动学习,作为一种全新的学习理念和学习方法,近年来受到越来越多企业培训的青睐。本文尝试将行动学习法引入电网企业培训工作中,以期为电网企业的培训工作提供新的借鉴和参考。     

试论工商管理学科的案例研究方法

案例研究是世界工商管理学科发展的重要的研究方法之一。对案例研究的重视可以追溯到哈佛商学院所代表的案例学派和早期的经验学派。目前我国工商管理的研究普遍存在研究方法不规范的问题,研究成果很难被国际学术界承认,规范性研究方法是世界学术交流的共同平台。本论文旨在通过案例研究与案例教学、研究案例与教学案例的区别,在结合笔者从事案例研究与编写教学案例的经验基础上,探讨规范性案例研究的内容与方法,以及相应地案例研究的步骤与评价标准等,以促进我国工商管理学科的案例学派的学术研究与国际接轨,走向规范化。     

Innovation on Case Teaching of ＂Chinese Health Preservation of the Elder＂

“老年中医养生”课程是老年服务与管理专业学习领域课程中的一门职业核心课程。教学中运用多媒体案例教学法、行动引导教学法等有效方法,培养学生的学习兴趣,建立学生的自信心,提高学生的自我学习能力,以使学生具备中医养生的基本素养,在实训中能够指导老年人进行因人、因时和因地摄养等养生实践活动。     

案例教学在工商管理专业教学中的应用研究

本文首先介绍了工商管理专业采用案例教学的基本情况，然后分析了案例教学的特点，在此基础上分析了工商管理专业案例教学中存在的问题，最后提出了提升工商管理专业案例教学效果的改进措施。     

瓶颈突破、行动学习与转型能力——基于三家内向型中小制造企业的转型案例研究

关于内向型中小制造企业如何有效转型,现有文献尚无有力的解释。本文有机融合瓶颈理论、行动学习与转型能力的主要观点,对这一现象和过程进行了系统分析。本文选取三个典型案例,运用扎根理论规范的译码程序对案例进行剖析,构建了内向型中小制造企业转型能力提升路径模型。研究发现,内向型中小制造企业通过制定瓶颈突破方案为行动学习提供了正确的知识输入,行动学习为瓶颈突破方案的实施提供了有力保障,方案制定与行动学习就是不断解决问题与达成目标的过程,转型能力包括认知能力、转移能力与整合能力三个维度,它的提升路径是一个"知行合一"的过程。本文启示在于,内向型中小制造企业的转型战略重在瓶颈突破而不是全面变革、团队共识而不是个人英雄、微转型而不是战略转型。     

案例教学法的行动导向特征分析

案例教学法是学生作为主体,围绕真实个案展开独立性的思考、讨论等自主行动,在探讨复杂问题发展的多种可能性的过程中提出各种解决问题的方案,从而构建自我知识体系,发展职业能力的一种教学方法.     

案例教学法的行动导向特征分析

案例教学法是学生作为主体,围绕真实个案展开独立性的思考、讨论等自主行动,在探讨复杂问题发展的多种可能性的过程中提出各种解决问题的方案,从而构建自我知识体系,发展职业能力的一种教学方法。     

创业者个体学习、组织学习如何交互影响企业创新行为？——基于整合视角的纵向单案例研究

社会经济的不断发展促使分工愈发精细,对个人与组织间的技术隔离也愈加明显,亟待创业者个体及组织开展跨层次的交互学习以构建组织创新优势。基于此,本文援引学习理论与意义构建视角,从"行动"与"解释"出发,采用纵向单案例研究方法,基于"个体-组织"整合性分析框架,探究了不同创业阶段内跨层次行动主体间的学习互动模型,揭示了其对企业创新的影响路径。研究发现:创业者个体学习与组织学习间的互动,表现为渐变初期个体利用式学习经"自上而下"团队互动主导形成组织单环式行动;而在调整转变期,个体学习与组织学习发生交互影响,包含个体探索式学习经"横向协同式"团队互动主导形成组织双环式行动,以及组织双环式行动转换为单环式之后,经由持续反思与质询,刺激形成创业者个体利用式学习;最后,在发展突变期,个体利用式学习经"制度化统筹式"团队交互合作促成组织单环式行动,同时个体探索式学习经"跨越层次自主式"团队交互激活组织双环式学习。此外,在不同创业阶段,3种互动逻辑与意义构建框架下的创新决定机制呈现出以个体创意激发与扩散、信息整合与匹配以及平衡矛盾与冲突3种不同的影响路径展开的态势。本研究为创业学习理论和创业实践过程贡献了新的启示。     

Revitalizing the MBA for the New Millennium: A Collaborative Action Research Approach

Business schools are facing increased competition due to information technology innovations and customer dissatisfaction. In response, business schools are turning to a variety of solutions, such as team teaching, integrated curricula, and distance learning. This article presents the results of a collaborative action research project initiated by one business school faced with the need to revitalize its MBA program. The faculty engaged in this project learned much about the challenges of teaching an integrative course and the constancy of change. We share our conclusions and recommendations about an integrated curriculum, distance learning, adult learning, team teaching, revisions in program duration and structure, as well as advice on the necessary administrative support and compensation for business schools contemplating such changes. This revised version was published online in July 2006 with corrections to the Cover Date.     

Some debates and challenges in the literature on action learning: the state of the art since Revans

Action learning has travelled in some new directions and become an evolving practice since Revans first articulated his great idea. This paper focuses on some key challenges in the literature, some of which relate to these more recent directions in theory and practice. In particular, we consider the persistent problem of defining action learning and the varieties in practice which are in evidence, the nature of ‘action’ in action learning and the developing theory and practice of critical action learning as contrasted with the ‘classical’ approach to action learning. These debates are chosen for consideration here because they appear to strike at the heart of what action learning is for and because they are in evidence across a range of action learning literature. Some implications of these debates for human resource development (HRD) are also considered, including the potential action learning has for making a contribution to organizational learning, especially in treating ‘wicked’ problems and ill-structured challenges.     

Transformational Leadership Education and Agency Perspectives in Business School Pedagogy: A Marriage of Inconvenience?

We critique transformational leadership education in university business schools based on a literature review, a study of the websites of 21 leading business schools, and an analysis of two presentations to business school students at Massachusetts Institute of Technology and Stanford University by the former CEO of General Electric, Jack Welch. Our critique draws attention to the unresolved tension between two motivating ideas that underpin much teaching in business schools: collective interest ideas that permeate transformational leadership education; and self-interest ideas derived from agency theory. Transformational leadership tends to be depicted as a process by which leaders exert a 'top-down' influence over the activities of others, while simultaneously asserting that their organizations have a common purpose and pursue a collective interest. We highlight the risk that business schools are producing graduates who will attempt to appeal to common needs (guided by precepts of transformational leadership) but who will simultaneously enact contradictory performance management systems (guided by agency theory). We encourage business school educators in leadership to adopt approaches which are more critical, relational and reflexive. We suggest some general directions for an alternative leadership prospectus, based on followership, the promotion of critical upward communication within organizations, and the recognition of leadership as a contested, discursive and co-constructed phenomenon.     

Entrepreneurship and Small Business Management: Can We Afford to Neglect Them in the Twenty-first Century Business School?

This article reviews the case for business schools becoming more seriously involved in teaching and research in the field of entrepreneurship and small business. It begins by reviewing some of the global pressures that underpin the need for management schools to devote more serious attention to these phenomena. It then argues the central case for a clear conceptual stance to be taken on the relationship between small business and entrepreneurship as a basis for core programme and pedagogical design. It finally reviews the key issues of change that will confront business schools wishing to move into this area under the three headings of: involvement with the community; teaching and research; and organization design.     

Action e-learning: An exploratory case study of action learning applied online

Abstract

Web-based instruction, also called e-learning, is currently one of the most talked-about education and training media. To prepare courses for online delivery and to maintain their effectiveness, the designer must have an understanding of e-learning instructional design principles. Action learning is a proven, effective management development process that has not been implemented to date as an e-learning instructional methodology. The purpose of this exploratory case study was to examine the impact of the action learning process on the effectiveness of management level web-based instruction (WBI). A leader-led, management-level course using face-to-face delivery was converted to web-based instruction where action learning was the delivery methodology. Kirkpatrick's Four Levels of Evaluation served as the evaluation tool to determine effectiveness of the intervention. It was found that, though challenging to facilitate, the action learning online method is effective and yields changes in participants' knowledge. However, contrary to expectations, online learning communities did not form.     

Maintaining Relevance in Business Education. A Framework for Exploring Alternative Teaching Paradigms

Relevance has become a critical factor in business education programs. Such programs must deliver the skills and knowledge that enable participants to learn and thrive in a context of change, growing business complexity and technological sophistication. This paper explores the need to realign our teaching approach to the new demands of business managers in pursuit of maintaining relevance. It considers the changes this requires in the learner: teacher relationship, and the way in which information communication technologies have a powerful role to play in developing and managing this new relationship. A model is proposed to explore the alternative teaching paradigms associated wich might be best described as seismic shifts in the learning landscape. For educators it suggests a change in teaching values that emphasise stronger attention to process skills, less teacher autonomy, direction and control, and a more creative use of technology to encourage diversity, dialogue and distributed team learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

中国工商管理案例教学现状研究

本文通过对我国六所工商管理学院2002-2004年案例教学情况的调查研究,发现MBA课程满意度与案例教学满意度密切相关,我国MBA学生对案例教学的期望值普遍较高,但对MBA教学总体满意度和案例教学满意度都较低。此外,近两年案例教学比重和案例质量有明显提高,影响案例教学满意度的因素主要是本土化案例比重偏低以及教师的案例教学水平有待提高。     

试论管理学教学中的案例研究法

讨论的视角为管理学课堂中的案例教学,认为案例方法在研究和教学中的差异表现在:研究目的不同、研究方法不同、研究者的角色定位不同、资料来源不同;分析了在教学中使用案例研究法应注意的几个关键问题:正确理解案例的涵义、保持对现象特征的敏感性、克服分析思路的局限和偏见、辅以必要的定量分析方法。     

Re-Focusing the Business School Agenda

This commentary agrees with Starkey and Madan (2001) that business schools must incorporate Mode 2 production methods if they are to be significant knowledge producers in the future. We reinforce their specific suggestions about how that might be accomplished by focusing on learning from early Mode 2 attempts, promoting practitioner research, seeking business co-sponsorship and sheltering some Mode 1 practices and values, including longitudinal reflective research and information storage. We also argue, however, that business schools must go beyond such tasks, difficult and expensive though they are. The way business and business schools currently operate, and are being encouraged to operate, does not address the broader issues of human relevance that concern James March (1998) and others. The gap here is a risk for business and society, and appears to require new, Mode 3, methods of knowledge production.