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    Experiential pedagogy and the moral duty of business schools (2019)

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    Type of Content
    Journal Article
    UC Permalink
    https://hdl.handle.net/10092/101394
    DOI
    https://doi.org/10.5465/amle.2018.0335
    Publisher
    Academy of Management
    ISSN
    1537-260X
    1944-9585
    Language
    English
    Collections
    • Business and Law: Journal Articles [326]
    Authors
    Lund Dean K, Wright SL, Forray JMshow all
    Abstract

    To support the types of learning outcomes that management students need in today’s organizations, business schools increasingly call for faculty to engage in experiential pedagogy. However, teaching practices that are consistent with experiential pedagogy deliberately engage students’ emotions and may breach expected teaching norms. In this essay, we discuss what we believe are the unaddressed moral responsibilities of business schools that advocate for and embed experiential pedagogy in their programs. We frame business schools’ experiential pedagogy advocacy as an explicit moral duty (Hosmer, 1995), arguing that a dilemma exists in encouraging experiential teaching approaches without knowing how faculty use them and what student safeguards are in place. Drawing on Nicolini’s (2012) practice theory, we describe experiential pedagogy as teaching practices, structures, and rules that would benefit from community-based standards. We conclude with recommendations for crafting an experiential teaching community of practice, delineating important research questions by which to develop this community.

    Citation
    Lund Dean K, Wright SL, Forray JM Experiential pedagogy and the moral duty of business schools. Academy of Management Learning & Education.
    This citation is automatically generated and may be unreliable. Use as a guide only.
    Keywords
    Ethical issues; Experiential learning; Faculty Development and Mentoring; Future of Management Education; Paradox; Pedagogy; Reflective Practice; Teaching style
    ANZSRC Fields of Research
    39 - Education::3901 - Curriculum and pedagogy::390103 - Economics, business and management curriculum and pedagogy
    Rights
    All rights reserved unless otherwise stated
    http://hdl.handle.net/10092/17651
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