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Welcome to the Inaugural

TLC@AOM

Teaching and Learning Conference Welcome!

Long the dream of many Academy members, the Inaugural TLC@AOM Teaching and Learning Conference has arrived!

TLC@AOM provides participants with a forum for advancing teaching and learning; it is an opportunity to share experiences, explore hypotheses, apply findings, and extend dialogues on critical educational issues in management education.

TLC@AOM involves Academy members from a cross-section of divisions, committees, and numerous constituency groups. The day is designed for active participation and deep engagement in dialogue, debate, skill building, and explorations of provocative ideas. We look forward to spending Sunday with you in this energetic and committed community of teachers and learners.

On behalf of the Academy’s Board of Governors, staff, and many volunteer members, we are delighted you have chosen to participate in this inaugural teaching and learning conference. We invite you to engage and participate fully in the sessions you select, to contribute to the agenda for the open space meetings from 4:15 to 4:55 pm, and to join us in Promenade East for a closing appreciative inquiry activity from 5 to 6 pm.

Regards,

The TLC@AOM Planning Committee

Elena Antonacopoulou Jeanie Forray Jim Spee Ken Brown Christina Hannah Toni Ungaretti

TLC@AOM 2013 Inaugural Program Lake Buena Vista, FL

2 Disney Boardwalk Inn August 11, 2013

MANY THANKS - To all who took the time out of busy schedules to help make this dream a reality, including:

TLC@AOM Reviewing Team Anna Andriasova Elena Antonacopoulou Anke Arnaud Luc Audenbrand Bing Bai Thomas Bradley Ken Brown Cindy Cycyota Dan Dayton Beverly DeMarr Jacob Eisenberg

Claudia Ferrante Bill Ferris Jeanie Forray Gemma George Varghese George Cristina Giannantonio Janet Gillespie Ellen Goldman Christina Hannah Katherine Karl Melissa Knott

Jennifer Leigh James Lemoine Kathy Lund Dean Denise MacNeil Anne McCarthy Tom Mierzwa Raymond Pacquin Jacob Park Tim Peterson Rajnandini Pillai

Joe Seltzer V Seshan Stuart Sidle Randall Sleeth James Spee Lisa Stickney Teri Tompkins Cheryl Tromley Toni Ungaretti Julie Urda Charles Vance Joan Weiner

AOM Teaching Theme Committee (TTC) Members

Anna Andriasova Anke Arnaud Luc Audenbrand Thomas Bradley

Beverly DeMarr Jacob Eisenberg Claudia Ferrante Christina Hannah

Jim Lemoine Tom Mierzwa Jacob Park Rajnandini Pillai

Randall Sleeth Lisa Stickney Toni Ungaretti Joan Weiner

TLC Advisory Committee

Darlene Alexander-Houle Pawan Budhwar Jianhong Chen

Jacob Eisenberg Frances Fabian Claudia Ferrante

James Guthrie Stella Nkomo Ron Piccolo

Julia Richard David Touve

TLC@AOM Volunteers

Anna Andriasova Anke Arnaud Luc Audebrand

Thomas Bradley Daniel Dayton Beverly DeMarr

Ellen Goldman Kim Gower Dana Greenberg

James Lemoine V. Seshan Joann Williams

TLC@AOM Collaborators

Bruce Clemens Stéphane Guérard

Chao Chen Stella Nkomo

Jon Billsberry

AOM Board

Ming-Jer Chen Duane Ireland Paul Adler Debra Shapiro (TLC Liasion)

Anne Tsui Gayle Baugh Ann Buchholtz Mark Gavin

Mary Ann Glynn John Hollenbeck Kathryn Kearins Ero Vaara

Mary Waller Sandy Wayne

AOM Staff Taryn Fiore Michelle Donohue

Jel Hampson Megan Lisi

Terese Loncar Nancy Urbanowicz

From the TLC@AOM Steering Committee

Elena Antonacopoulou Ken Brown

Jeanie Forray Christina Hannah

Jim Spee Toni Ungaretti



TLC@AOM Program at a Glance Marvin Gardens A Marvin Gardens B Marvin Gardens C Promenade East Salon IV Salon V Salon VI 8:00 to 8:55 AM The Flipped Case: Using the Flipped Classroom Method to Expand Case Pedagogy

8:00 to 8:55 AM Meaningful Connections: Practical Job Design Ideas for Prosocial Relationships in Management Education

8:00 to 8:55 AM Using Integrative Reflective Essays and Self-Assessments in Graduate Management Courses

8:00 to 8:55 AM Assessing learning and all its associated challenges

8:00 to 8:55 AM Relationality and an Ethic of Care

8:00 to 8:55 AM Global Innovation and Inspiration: The Impact of AOM Africa on Invigorating Instruction

8:00 to 8:55 AM Design Thinking as an Action-Based Teaching Methodology

Promenade East 9:00 AM to 9:55 AM Roy Lewicki, The Ohio State University and Cynthia Fukami, Denver University Plenary Session: Is our current model of higher education sustainable?

Marvin Gardens A Marvin Gardens B Marvin Gardens C Promenade East Salon IV Salon V Salon VI 10:00 to 11:25 AM Changing Venues by Going Abroad: Teaching (and Learning) Outside of Your Own Culture

10:00 to 11:25 AM Making the Traditional Classroom “Real” Developing Global and Domestic Leadership Competencies in Business School Students

10:00 to 11:25 AM Searching for civility: Identifying, discussing, and evaluating strategies and best practices for dealing with incivility in the class

10:00 to 11:25 AM Teaching management to the culturally aware students of today

10:00 to 11:25 AM New teaching formats for new outcomes

10:00 to 11:25 AM Maximizing Impact: Course Design for Engagement and Retention

10:00 to 11:25 AM Building your Own Teaching Philosophy: A Reflective Card Sort Exercise and Workshop

11:30 to 11:55 AM Debriefing Experiential Exercises Through the Use of Kolb’s Learning Styles

11:30 to 11:55 AM Leading a learning intervention: An interactive demonstration of proposal development

11:30 to 11:55 AM Parables through Brahmaviharas: Compassionate nudging in the teaching-learning praxis

11:30 to 11:55 AM Teaching with Apps to Educate the Millennials

11:30 to 11:55 AM I Am Tired of Lecturing: Tips on Creating a Successful Service Learning Experience

11:30 to 11:55 AM User Based Instructional Design: Using Design Thinking to Design Action Based Courses

11:30 to 11:55 AM Facilitating Online and Face-to-Face Student Teams: A Best Practice for Enhancing the Internal Environment and Team Effectiveness

Promenade West 12:00 PM to 1:25 PM Joe Raelin, Northeastern University Lunch and Plenary Session: Is There a Role for Business Schools When Practice is at Stake?

Marvin Gardens A Marvin Gardens B Marvin Gardens C Promenade East Salon IV Salon V Salon VI 1:40 to 3:05 PM Identifying the Threshold Concepts in Teaching Management Courses: Opening New Avenues for Learning

1:40 to 3:05 PM Augmenting the Case Method

1:40 to 2:05 PM Improving Business Students’ Ethical Decision Making: Developing Professional Codes of Conduct Based on Personal Values

1:40 to 2:05 PM The leadership development portfolio: A tool for enhanced reflection and assessment

1:40 to 3:05 PM Redefining the Role of Theory and Practice in Management Education

1:40 to 3:05 PM Innovation and Design Experience for All: Developing an Intensive Innovation Process and Design Thinking Course for Freshmen

1:40 to 3:05 PM Moving from the Sage on the Stage to the Guide on the Side: Using Facilitative Skills in the Classroom

Marvin Gardens A Marvin Gardens B Marvin Gardens C Promenade East Salon IV Salon V Salon VI 3:25 to 3:50 PM Organizing the classroom: Implementing an integrative feasibility study into an undergraduate course

3:25 to 3:50 PM Online Experiential Approach to Entrepreneurial Opportunities

3:25 to 3:50 PM Exploring the use of virtual world as an experiential, project-based learning tool in management: A case study of a course using Second Life

3:25 to 3:50 PM

So We Need Stinking Badges? Leveraging the Power of Games in the Classroom

3:25 to 3:50 PM Beyond the Walls and Ivory Tower: Engaging and Managing External Consulting Clients for Student Class Projects

3:25 to 3:50 PM Bringing Teaching & Research Together through a “F.O.C.U.S.E.D. Dice” Game

3:25 to 3:50 PM Bridging the Divide Between For-Profit Business, Non-Profit Management and Public Administration in Higher Education

Marvin Gardens A Marvin Gardens B Marvin Gardens C Promenade East Salon IV Salon V Salon VI 3:55 to 4:10 PM Zombie apocalypse survival activity to teach groups and teams section of OB

3:55 to 4:10 PM Social Impact at Work: Reflecting on a Pilot Experiential Learning Seminar

3:55 to 4:10 PM Microenterprise Start-Ups: A Radical, Fun Way to Learn

4:15 – 4:55 Open Space Meetings Please contribute to and/or review the bulletin board for topics and rooms.

Promenade East 5:00 PM to 6:00 PM

Elena Antonacopoulou, University of Liverpool; Ken Brown, University of Iowa; Jean Forray, Western New England University; Christina Hannah, University of Maryland University College, James Spee, University of Redlands; Toni Ungaretti, Johns Hopkins University

Dream, Discover, Design: Inspiring Innovative Teaching



TLC@AOM Full Program 7:30 to 8:00 AM Coffee and Tea Promenade West 8:00 to 8:55 AM Marvin Gardens A

Danna Greenberg, Babson College; Wendy Murphy, Babson College The Flipped Case: Using the Flipped Classroom Method to Expand Case Pedagogy

In our teaching, we have recently extended the flipped classroom method to case teaching. By encouraging students to engage with web-based discussion and open source materials, students learn the basic facts of the case and analyze the primary issues of a case outside of the classroom. We then use class time to focus on synthesizing and extending student learning as it relates to more complex issues. In some instances, we even have students co-create the case materials so that they learn how to filter complex data before exploring how this informs managerial action. To date, we have successfully used different models of a flipped case method to teach a range of topics including organizational behavior, information systems, and operation management to both undergraduate and graduate students. 8:00 to 8:55 AM Marvin Gardens B

Jonathan Sims, University of Texas at Austin; Brent Rosso, Montana State University Meaningful Connections: Practical Job Design Ideas for Prosocial Relationships in Management Education

Recent research has shown that interpersonal relationships play an important role in facilitating employees’ perceptions of their jobs as important and meaningful (Bradbury & Lichtenstein, 2000; Gersick et al., 2000; Wrzesniewski et al., 2003). Additionally, relational job design - designing jobs with interpersonal relationships in mind - can motivate employees to positively impact other’s lives (cf. Grant, 2007). This session presents practical instructional ideas and methods for relational job design in management education. Specifically, we present unique (and fun) teaching methods designed to strengthen respectful pro-social ties between instructors and our students, and link classroom content with students’ past experiences and future aspirations. Our session has two goals. First, we will provide participants with a “grab-bag” of innovative teaching ideas they can readily implement in their classrooms to better connect with their students. Secondly, we hope to underscore the value of strengthening pro-social ties between instructors and students, both to the benefit of our students and to strengthen our own enthusiasm for instruction. 8:00 to 8:55 AM Marvin Gardens C

J.Lee Whittington, University of Dallas Using Integrative Reflective Essays and Self-Assessments in Graduate Management Courses

In this topical presentation, I will describe two tools that I use in my advanced MBA electives to tap into the “book of experience” that each student brings to class. The first tool is what I call an integrative and reflective essay. These assignments are the major deliverables in my advanced Organizational Behavior course. The second tool is an integrative self-assessment paper that is required in my advanced course on Power, Influence and Leadership. The session will include a demonstration of specific techniques I use to engage students in the process of reflective self-assessment. Specifically, I will demonstrate the placing exercise (Neustadt & May, 1998) that is the basis for developing a life-map and discuss how the life map tool is used to identify the crucible experiences (Thomas, 2008) and relationships that have shaped a student’s mindset, values, and leadership philosophy. 8:00 to 8:55 AM Promenade East

Dirk C. Moosmayer, Nottingham University Business School China; George A. Hrivnak, Bond University; Thomas WingYan Man, Nottingham University Business School China

Assessing Learning and All its Associated Challenges We want to invite participants to explore five topic areas with us: A. Teacher expectations from students regarding class participation. B. Fostering and managing student participation (Non-participants; Over-participants). C. Methods and challenges for assessing class participation (Large to very large classes; Online). D. Pros and cons of formal assessment of participation. E. Practical challenges in the classroom experience. Participants should receive impulses for introducing and improving interactive elements in their teaching and take home new ideas how assessment can help or not. The workshop provides space for reflection and learning from participants who will co-create the take-aways. One concrete take-away is a network of co-learners who are interested in improving learning by making classroom environments more participatory, and hopefully concrete next steps for teaching and perhaps even research on class participation. 8:00 to 8:55 AM Salon IV

Tom Hawk, Frostburg State University Relationality and an Ethic of Care

This is a session that will interactively ask the participants to consider the many ways in which relationality is foundationally central throughout our entire lifespan, both in our personal lives and in our professional and public lives. After establishing the centrality of relationality, we will move on to consider the ethical implications of life, particularly in the faculty-student context, where relationality is central. Of all the “comprehensive” ethical frameworks available (virtue or character ethics, deontological or duty-based ethics, teleological or outcome-based ethics, justice ethics, and care ethics), only care ethics is relational at its foundation and concerns itself with the well-being of both the parties to a relationship and the relationship itself. The session will end with an exploration of an ethic of care.



8:00 to 8:55 AM Salon V

Tim Peterson, North Dakota State University; Jim Walsh, University of Michigan; Linda Sama, St. John's University; Toni Ungaretti, Johns Hopkins University

Global Innovation and Inspiration: The Impact of AOM Africa on Invigorating Instruction As scholars and teachers, we often wonder if a conference is worth the cost in time and money. At this session, the participants will discuss why the AOM Africa conference was worth both the time and the money. Come hear how these scholars and teachers found value information to be used in their classes and new research partners to extend their scholarly work and learning. 8:00 to 8:55 AM Salon VI

Blaž Zupan, University of Ljubljana Design Thinking as an Action-Based Teaching Methodology

We will descriptively and narratively present the development, adaptation and application of a problem- and action-based entrepreneurship course (Rasmussen & Sørheim, 2006) based on Design Thinking as a teaching methodology. Design Thinking has its foundation in business reality (Brown, 2008) and is on track to become one of the most prevalent methodologies in teaching creativity, problem solving and entrepreneurial thinking. Its practical application in different environments ranges from elementary school (Carroll et al., 2010) to the teaching of engineering sciences at university level (Beckman & Barry, 2007). Our work can serve as a model for teachers of entrepreneurship or related disciplines at all educational levels; it is sufficiently flexible to be applied to a wide variety of environments, from pre-school to academic. This will encourage innovativeness and creativity as two of the basic building blocks of a successful and development-oriented society. 9:00 to 9:55 AM Promenade East

Roy Lewicki, The Ohio State University; Cynthia Fukami, Denver University, Plenary Session: Is Our Current Model of Higher Education Sustainable?

Given the dramatic rise and 'popularity' of on-line education, both across the board and in business schools, is this really a 'solution' (to what problem?) or does it create a whole host of new problems for the design and delivery of management education? What do our institutions need to do to more effectively train 'teachers' to do better educational delivery--customizing courses for different levels and kind of student, keeping up with educational delivery technology, developing expertise in on-line delivery vs in-classroom delivery, etc. In short, what would business school curricula look like if we were really serious about teaching teachers how to teach? What do institutions need to do to change/improve the reward system for teaching performance vs. research performance? How do we understand and impact the metrics by which each is measured, the reward systems designed to incentivize each, and the remarkable failure of business schools to differentiate around rewarding teaching vs. research excellence? How can the Scholarship of Teaching and Learning be more broadly disseminated and used? 10:00 to 11:25 AM Marvin Gardens A

Janine Clarke, Azerbaijan Diplomatic Academy; Dale Finn, University of New Haven Changing Venues by Going Abroad: Teaching (and Learning) Outside of Your Own Culture

This is a highly interactive session, and includes an exploratory exercise where participants design a strategy to examine specific abroad opportunities. This exercise includes the following: identification of initial information needed to make the decision to accept or decline the abroad assignment; identification of individuals and networks (professional, personal, community) appropriate to ask key questions to; review of data collected and excavating assumptions inherent; development of a second round of questions to check assumptions, again matching queries to appropriate forums and individuals; and the development of a data base to allow for follow--up and maintenance of the new network. 10:00 to 11:25 AM Marvin Gardens B

Mark E. Mendenhall, University of Tennessee, Chattanooga Making the Traditional Classroom “Real”: Developing Global and Domestic Leadership Competencies in Business School

Students We teach in traditional class settings, without financial access to “high end” teaching technologies such as integrated virtual teaming, etc. Over the past five years, we have been attempting to tackle this problem, and in this 60 minute innovation in teaching--‐themed session we will share learning approaches that we have found facilitates the development of both global and leadership competencies in many of our students. Our goal is to provide conference participants with a developmental framework from which they can develop concrete, practical pedagogical techniques that will aid them in moving from a lecture--‐based approach to a competency learning approach. This four--‐phased framework relies heavily on personal competency assessment, personal development planning, and the implementation of personal development plans in a context of personal accountability. 10:00 to 11:25 AM Marvin Gardens C

Joy Peluchette, University of Wollongong; Katherine Karl, University of Tennessee at Chattanooga; Lisa Burke, University of Tennessee at Chattanooga; Randy Evans, University of Tennessee at Chattanooga

Searching for Civility: Identifying, Discussing, and Evaluating Strategies and Best Practices for Dealing with Incivility in the Classroom

This session will focus on the issue of student incivility in the classroom. The facilitators will lead an interactive discussion on faculty and student definitions of incivility as well as a summary of research examining causes and strategies for managing student incivility. Working in groups, participants will read and discuss scenarios involving student incivility and discuss ways of effectively managing such situations. As a result of the session, participants will have a greater understanding of factors that contribute to student incivility as well as strategies for preventing and dealing with incidences of such behavior.



10:00 to 11:25 AM Promenade East Lena Zander, Uppsala University; Kristiina Mäkela, Aalto University; Christina Butler, Kingston University; Iris Berdrow, Bentley University; Jacob Eisenberg, University College, Dublin; Yih-teen Lee, IESE Business School; Minna Paunova, IESE Business School; Markus Vodosek, GGS German Graduate School

Teaching Management to the Culturally Aware Students of Today Management education is often criticized as being stovepiped, inflexible, and based on culturally biased theories (Bennis & O’Toole, 2005; Boyacigillar & Adler, 1991; Navarro, 2008; Pfeffer & Fong, 2002; Mintzberg, 2004). In our presentation, we will demonstrate how business education can benefit from what Jonsen and his colleagues call “scientific mindfulness” and define as a holistic, cross-disciplinary, contextual, and reflexive approach to research, teaching, and practice using multiple perspectives with the intent to contribute to the betterment of society (Dietz & Jonsen, in press; Jonsen et al., 2010). Analogous to the three questions posed by Jonsen and his co-authors (2010) in the context of research (“Are we asking the right people?”, “Are we asking the right questions?”, and “What contextual forces are driving the future research agenda?”), we can ask in the teaching context: (1) Are we asking the right people to teach our students? (2) Are we teaching the right knowledge and skills? (3) What contextual forces are driving the future teaching agenda? 10:00 to 11:25 AM Salon IV

Isabel Rimanoczy, Fordham; James Stoner, Fordham University New Teaching Formats for New Outcomes

While andragogy has been around for decades, the inclusion of andragogic principles in the classrooms has been slow. Some business schools have incorporated action research, action learning-style sets, or problem based learning into selected courses. Building on the ten principles of Action Reflection Learning (ARL), a learning methodology originated in Scandinavia in the late 1970s, a program was designed to develop the Sustainability Mindset at Fordham’s MBA. This workshop will share with the participants the contents and innovative teaching methods used in this program, and engage the participants in a reflective-collaborative session to identify the principles. The audience will be able to experience and practice an appreciative inquiry approach on Effective and Memorable Teaching / Learning Experiences and determine ways to adapt and adopt the learning principles and methods to their own context. The workshop is designed to provide both an example and the experience of the learning principles themselves. 10:00 to 11:25 AM Salon V

Ellen Goldman, George Washington University; Elizabeth Mahler, George Washington University Maximizing Impact: Course Design for Engagement and Retention

This workshop will help participants assimilate principles of adult learning, knowledge of learning styles, and effective instructional design techniques as they integrate active learning into existing or future courses. With intensive support from the session facilitators, participants will be provided with frameworks and resources to guide them through the design process. The session will offer the participants the gift of time with their peers to share well designed teaching strategies that produce valuable learning experiences for students. Participants will leave the session with a Handbook of Design Resources (including step by step class design framework, descriptions of 22 active learning techniques, and a reference list), a Class Redesign for one their sessions and a Personal Action Plan for their future development as adult educators. 10:00 to 11:25 AM Salon VI

Kathy Lund Dean, Gustavus Adolphus College; Joy Beatty, University of Michigan-Dearborn; Jennifer Leigh, Nazareth College Building your Own Teaching Philosophy: A Reflective Card Sort Exercise and Workshop

For this session we propose an in-depth – 90 minute interactive workshop that will assist individuals as they develop, refine, or recreate their own teaching philosophy statements. It is designed as an experiential session with an initial framing about teaching philosophies and ending with a facilitated discussion focused on core learning. The majority of the session will be dedicated to individual work, supported by the coaching of other participants and the organizers. Participants will complete the teaching philosophy card sorting exercise, as published in Journal of Management Education (Beatty, Leigh, & Lund Dean, 2009). The main outcomes of this workshop will be a safe space in which participants can reflect deeply about their philosophies of teaching, and a working draft of a teaching philosophy statement. 11:30 to 11:55 AM Marvin Gardens A

Therese A. Sprinkle, University of Dallas; Suzanne S. Masterson, University of Cincinnati Debriefing Experiential Exercises Through the Use of Kolb’s Learning Styles

This session will provide an interactive discussion on debriefing classroom activities using the Kolb Learning Style (KLS) method. There are multiple ways to handle the debrief of an experiential exercise including full-class discussion, individual writing assignments, and team-by-team discussions. Using the KLS offers a framework that takes the student out of the tactical aspect of the exercise and provides the tools to reframe the exercise into real world application of the salient theory. The objective of this catalyst session is to open a dialogue about these alternate methods by providing materials (e.g., dialogue structure, rubrics) and to facilitate a discussion on the ability of the individual methods to drive enhanced learning. The sample materials and discussion are based on the collective in-class experience of the session collaborators.



11:30 to 11:55 AM Marvin Gardens B Ozgur Ekmekci, The George Washington University

Leading a Learning Intervention: An Interactive Demonstration of Proposal Development In today's complex social environment, anyone who has been assigned the task of leading a learning intervention has to approach the process in a systematic way in order to succeed. The crucial success factor is often creating strong alignment amongst components that constitute a well-articulated proposal. This interactive workshop is designed for faculty members who would like to better understand the four key questions that allow educators to effectively envision, design, implement, and measure meaningful learning, whether this intervention takes place in the classroom or the boardroom. The learning objectives for the workshop are as follows: • Discuss challenges associated with implementing a learning intervention • Analyze major components of an effective learning intervention proposal • Develop strategies to create alignment between major components of a learning intervention proposal • Analyze four key questions that drive a learning intervention • Develop personal roadmap for leading a learning intervention in the future 11:30 to 11:55 AM Marvin Gardens C

Edwina Pio, AUT University Parables through Brahmaviharas: Compassionate Nudging in the Teaching-learning Praxis

Meditative-mediated learning environments seek to compassionately nudge individuals towards enhanced engagement in developing interdependence and unfolding oppressive structures. Through the four brahmaviharas (love, compassion, empathy, equipoise), drawn from Theravada Buddhist Pali literature, and their intertwining with parables, individuals explore contemporary concepts in diversity and change management. Such Eastern intertwining is based on the koan or paradox - when I slow down I go faster – and facilitates participant transition beyond visible diversity discriminators towards a 'laughing Buddha' teaching-learning praxis. 11:30 – 11:55 AM Promenade East

Tanvi H. Kothari, San Jose State University Teaching with Apps to Educate the Millennials

With the rise in penetration of the iPads, Tablets, iPhones and other mobile devices among students and instructors, there is a unique opportunity to engage students by using iPads in the classroom. The goal of this presentation is to provide an interactive demonstration of various ‘Apps’ that can be used as learning tools in business classroom at various levels including undergraduate, MBA or Executive education. Steps demonstrating how the Apps can be used will be described and examples of how these Apps can be used in the classroom will be shared. Attendees at the conference are encouraged to bring Internet-accessible iPads or Mac computers to experience the demonstration of the various Apps. Benefits to students, instructors, administrators, and researchers will be discussed. 11:30 – 11:55 AM Salon IV

Alysa D. Lambert, Indiana University Southeast I Am Tired of Lecturing: Tips on Creating a Successful Service Learning Experience

Lecturing has been the cornerstone of the classroom experience as long as the classroom has existed but lecturing can only take our students so far. Real-life application of the knowledge and skills necessary for success can provide students with invaluable learning opportunities far beyond the textbook. This catalyst session focuses on Service-Learning and will be broken down into three 10 minute segments. In the first segment, the presenter will describe a service-learning assignment and how it has developed over time. The second segment will include a discussion of tips on how to get started in creating a service-learning project. The last segment the presenter will open the floor to questions from attendees. 11:30 – 11:55 AM Salon V

Blaž Zupan, University of Ljubljana User Based Instructional Design: Using Design Thinking to Design Action Based Courses

Designing courses is an important part of knowledge transfer in the University setting. We propose the Design Thinking methodology to be used as a new approach to instructional design. With a descriptive chronological case study we present a practical application of Design thinking in designing a novel action based entrepreneurship course at University of Ljubljana. The methodology, which was introduced to the academia from the business world, provides a well-accepted course delivery and develops a wide array of applicable skills which could in turn greatly add to employability of university graduates. In this workshop we will present our own experience with using design thinking to redesign the entrepreneurship courses taught at University of Ljubljana.and stimulate a discussion among practitioners on how to integrate design thinking into the course design process. 11:30 – 11:55 AM Salon VI

Erin McLaughlin, Nova Southeastern University Josh Daspit, Mississippi State University

Facilitating Online and Face-to-Face Student Teams: A Best Practice for Enhancing the Internal Environment and Team Effectiveness This session discusses a best practice for enhancing the internal environment and team effectiveness of student teams. The presentation will cover how to implement the exercise in face-to-face, online, and blended-learning environments. Valuable take-a ways include an overview of the value of using team-based projects in the classroom, a discussion of the experiences from professors currently using the activity, an open dialogue of the potential use and adjustments to the exercise, and a handout of the activity to each attendee.



12:00 to 1:25 PM Promenade West Joe Raelin, Northeastern University

Lunch and Plenary Session: Is There a Role for Business Schools When Practice is at Stake? The critique against standard classroom management education (esp. the MBA) has been going on now for many decades and is likely to persist. In due course, this critique (that we teach the wrong things to the wrong students in the wrong setting in the wrong way) might well reach a breaking point when the numbers begin to precipitously fall (as they already have in some sectors). Set against this backdrop, many scholars and pundits have called for solutions entailing some form of increased professionalism in management. This would ward off the commodification of business knowledge, making it more transferable, more value-based, and ultimately more respectable. In his keynote, Prof. Joe Raelin, the Knowles Chair of Practice-Oriented Education at Northeastern University’s D’Amore-McKim School of Business, will argue that the more we increase management’s professionalism and try to have it gain respectability, the more we exacerbate the very problem we attempt to solve. The reason, he will contend, is that management knowledge will never be tied to practice and will forever be incomplete when it is delivered as a disembodied set of a priori frameworks untied to situation-specific principles and practices that are as much social and phenomenological as individual and representational. The more we come to realize that management relies less upon received wisdom and more on everyday relational discourse among a community of inquirers in contested interaction who share their improvisations and interpretations, the more we can tie management education to its context and return it to practice. 1:40 to 3:05 PM Marvin Gardens A

Mary A. Gowan, Elon University Identifying the Threshold Concepts in Teaching Management Courses: Opening New Avenues for Learning

This session introduces threshold concepts as a pedagogical approach for understanding why some knowledge may be challenging and/or troublesome for students in terms of both their ability to understand concepts that are required for mastery of higher-level concepts and their understanding of the importance of the course material as future business professionals and leaders. This concept can transform how management faculty think about and engage with the learning process in their courses, including undergraduate, graduate, and executive education courses. 1:40 to 3:05 PM Marvin Gardens B

Willis Emmons, Harvard Business School; Alexandra Sedlovskaya, Harvard Business School; Matt Kuchar, Harvard Business School Augmenting the Case Method

The case method has long been a staple of management education. Yet its role is continuously evolving in light of innovations in pedagogy and technology, combined with trends in business practice. This interactive workshop will explore how to make the most of the case method—when used alone or in combination with other pedagogies—within a variety of learning environments. We will use a series of short cases developed for the session to generate discussions on how to (1) enhance the effectiveness of case method instruction, and (2) augment the case method by integrating it with other pedagogical approaches. The discussions will draw on examples from Harvard Business School and incorporate participants’ experiences with case method teaching. We hope participants will leave the workshop with a more nuanced understanding of how to leverage the case method most effectively within their courses and institutions. To enhance the effectiveness of the workshop, we strongly encourage everyone planning to attend the session to complete a brief poll by clicking here. 1:40 to 2:05 PM Marvin Gardens C

Norman Sheehan, University of Saskatchewan Improving Business Students’ Ethical Decision Making: Developing

Professional Codes of Conduct Based on Personal Values Ethical failures in business have led many to question the efficacy and role of ethics training in accounting and business schools. It is generally agreed that instructing students to behave ethically or trying to guilt students into behaving ethically has minimal effect on their future professional behaviours. So instead of telling students to behave ethically, this exercise asks students to clarify their values and then write professional code of conducts that are intended to instruct their future professional selves to behave ethically. The exercise can also be used to introduce the topic of ethics so instructors have the option of concluding the exercise by introducing the students to a comprehensive model of ethical decision making. 1:40 to 2:05 PM Promenade East

Sharon Wagner, Linfield College The Leadership Development Portfolio: A Tool for Enhanced Reflection and Assessment

This session will outline a portfolio approach to leadership development. The portfolio is intended to help undergraduate students lay the groundwork for developing as leaders across their careers. Students study theories of leadership from management and psychology; historical, political, philosophical, and literature-based perspectives; and leaders in action. Their portfolios include the results of assessments, quizzes, essays, and exercises; a reflection paper on a critical incident in the development of their leadership approach, and a leadership development plan which includes critique and application of course content, personal reflection, and steps for continued development. Discussion will focus on key components of a leadership development plan/leadership portfolio, how to evaluate the success of such an approach, and how to design the process to be relevant for students with limited leadership experience.

https://secure.hbs.edu/poll/open/pollTakerOpen.jsp?poll=134296



1:40 to 3:05 PM Salon IV Patricia G. Greene, Babson College; Candida Brush, Babson College; Heidi Neck, Babson College

Redefining the Role of Theory and Practice in Management Education This session addresses two specific quandaries in management education: 1) What is the role of theory and the role of practice in the classroom? 2) Who is the student and who is the teacher? The battle for power and position between theory and practice in the classroom is one that has been oft discussed in teaching discussions and publications. At the same time, most articles written about management education are largely focused upon graduate student audiences, indeed, largely MBA students. Yet, given changes in the nature of business education, there is a need to both resolve the theory and practice question in a way that supports a business education for a broader array of students and faculty. We use the context of entrepreneurship education because it is considered the most applied of all business disciplines, and the debate between theory and practice is ever present. 1:40 to 3:05 PM Salon V

Lori A. Coakley, Bryant University; Michael Roberto, Bryant University; James C. Segovis, Bryant University Innovation and Design Experience for All: Developing an Intensive Innovation Process

and Design Thinking Course for Freshmen Increasingly, organizations of all kinds have adopted many practices from the field of design to enhance their innovation capabilities. Design thinking refers to an approach to defining, investigating, and solving complex, ill-structured problems. The workshop, direct toward faculty, administrators, and program developers, will consist of an interactive discussion led by three faculty members with extensive experience in developing innovative programs and course curriculum. The workshop will begin with an overview of the innovation process, followed by a group exercise used to demonstrate the tenets of innovation and design thinking. After a debrief of the exercise, the faculty presenters will discuss the Innovation and Design Experience for All – or IDEA – course that was recently delivered to all 760 freshmen students at the university. The discussion will focus on identifying the key steps involved in developing an impactful innovation and design experience for students that will provide the foundation for creating new innovations in any field. We will solicit feedback from participants concerning the approach used in the course, the projects in which the students were engaged, the logistics of moving 760 students through various events and workshops, etc. in a three day, 72-hour extensive one credit course. We will then offer an opportunity for participants to share their own experiences with teaching innovation and design thinking at their own institutions. The session will conclude with discussion on the “best practices” offered at each table. 1:40 to 3:05 PM Salon VI

Suzanne C. de Janasz, IMD Moving from the Sage on the Stage to the Guide on the Side: Using Facilitative Skills in the Classroom

Many professors use the skill of professing to translate concepts and encourage learning. Hours are spent preparing for class, organizing a lecture and producing notes, and the ensuing class session follows in a comfortable and predictable mode. But what about professors who release control of class content and process? Can they be equally effective? Can you teach without a prepared lecture? Can you teach without a specific agenda? Do you have the courage to teach without a safety net? In this workshop—led six times in different countries with instructors with different experience levels, I engage participants in a discussion on the art of classroom facilitation; a student-centered approach that involves relinquishing control and allowing class sessions to evolve naturally. Workshop attendees will learn, practice, and receive feedback on classroom facilitation skills using a highly experiential format. 3:25 to 3:50 PM Marvin Gardens A

Jake Messersmith, University of Nebraska-Kearney Organizing the Classroom: Implementing an Integrative Feasibility Study into an Undergraduate Course

This session consists of a discussion of lessons learned during the utilization of an integrative feasibility study that I completed in two undergraduate strategic management courses. In each instance students in the class operated as an organization with different functional tasks on a live-client project. The client is a regional coffee supplier, which is looking to expand its operations by opening coffee shops to sell directly to consumers. Previously, the coffee has been distributed and sold at local restaurants and shops, but the business did not have a storefront location. The students in each of the classes were asked to complete a feasibility study for each of the locations: one on the campus of the University of Nebraska-Kearney and one in a remodeled wing of the local hospital. The students completed the study, which resulted in the eventual opening of a new student-run coffee shop on campus. This session will describe the project and the lessons learned during the implementation of this assignment. 3:25 to 3:50 PM Marvin Gardens B

Sharon A. Simmons, William Paterson University Online Experiential Approach to Entrepreneurial Opportunities

The session walks faculty through an experiential exercise that takes students through process of exploring, exploiting and enacting opportunities on campus using social media. The goal of the exercise is to simulate an online entrepreneurial venture.



3:25 to 3:50 PM Marvin Gardens C Nancy Lam, Saint Mary's College

Exploring the Use of Virtual World as an Experiential, Project-based Learning Tool in Management: A Case Study of a Course using Second Life

The purpose of this incubator session is to spark conversations on the following questions: (1) Is learning and engagement enhanced using SL, particularly for project-based learning? How can learning and engagement be enhanced using Second Life? (2) What instructional designs for Second Life can be incorporated into the classroom as an experiential learning tool for project-based learning? (3) How can we measure learning and engagement outcomes? 3:25 to 3:50 PM Promenade East

Cody Reeves, University of Iowa; Ken Brown, University of Iowa So We Need Stinking Badges? Leveraging the Power of Games in the Classroom

In the time allotted, we would like to present what we did to create this badge system, as well as why we did so. For those who are interested in replication, we will offer some of the technical details. We will also describe the results of the student feedback that we received as well as suggest avenues for future research and practice. As we will be using a modified system with students during the upcoming semester, additional data and observations will be available. 3:25 PM to 3:50 PM Salon IV

Michael E. Dobbs, Eastern Illinois University Beyond the Walls and Ivory Tower: Engaging and Managing External Consulting

Clients for Student Class Projects Having students serve as consultants for an external client organization is an extension of the traditional case method that may be used to address some of its limitations and answer the call of some for significant shifts in business education (Baldwin, Pierce, Joines, & Farouk, 2011; Navarro, 2008). Student consulting projects expose students to the ambiguity and complexity they will experience in actual organizations rather than the more simplified approach so frequently used in the classroom (Grossman, 2002; Gorman, 2011). However, there are significant challenges involved in such consulting projects including increased faculty workload and required expertise, risk of damaging community relations when projects are not well-managed, and the lack of controlled and focused student learning outcomes (Lamond, 1995; Gorman, 2010). 3:25 to 3:50 PM Salon V

Robert Wright, Hong Kong Polytechnic University Bringing Teaching & Research Together through a “F.O.C.U.S.E.D. Dice” Game

Most academics polarize the important practice of teaching and research into separate and distinct worlds--rarely integrating them as complementarities in our pursuit toward better scholarship. This sharing session will showcase a game that brings these two worlds together to help take our scholarship of teaching, learning, and research to the next level; and in the process stimulate higher level thinking from our students and real managers when dealing with complicated, unsolved issues, challenges and problems. The idea of "staying F.O.C.U.S.E.D." in a complicated world was developed based on an extensive survey of 400+ business students and discussions with practitioners about what it would take to help students get better in their thinking and action. 3:25 to 3:50 PM Salon VI

David M. Berg, Hamline University; James M. Hagen, Hamline University Bridging the Divide Between For-Profit Business, Non-Profit Management and

Public Administration in Higher Education After making the case for a substantial increase in focus on cross-sector education, we propose to delve into specific discussion regarding how it is currently occurring and could be implemented for different types of institutions. This portion of the presentation will include open and guided interaction with session participants. 3:55 to 4:10 PM Marvin Gardens A

Julie S. Lyon, Roanoke College Zombie Apocalypse Survival Activity to Teach the Groups and Teams Section of OB

The purpose of this incubator session is to provide attendees with an update to a classic survival activity used to teach the Groups and Teams section of an undergraduate Organizational Behavior (OB) course. Rather than attempting to survive a plane crash, an earthquake, a shipwreck, or a rainy canoe trip, my activity asks students to rank actions needed to survive the zombie apocalypse. 3:55 to 4:10 PM Marvin Gardens B

Matt Statler, New York University Social Impact at Work: Reflecting on a Pilot Experiential Learning Seminar

In this short incubator presentation, I propose simply to describe the experience of teaching a pilot “experiential learning seminar” during the Spring 2013 semester and reflect on its significance with respect to the recent Carnegie report (Colby et al, 2011).



3:55 to 4:10 PM Marvin Gardens C Warner Woodworth, Marriott School, Brigham Young University

Microenterprise Start-Ups: A Radical, Fun Way to Learn This session will offer attendees the opportunity to gain a vision for how their classes may integrate management theory with real world problems. One of the ways I try to deepen student learning and lengthen impacts is to have worked with them in establishing a new start up venture that continues with the involvement of other students in the future, well beyond a given semester. One such innovation has been to create an ongoing microenterprise incubator that generates superb learning for students, and builds from one class to another. It has also led to the creation of dozens of tiny microenterprises, especially for Latino immigrants in the U.S. Such teaching and mentoring of students in this area is becoming a hot commodity as thousands of today’s MBAs and undergrads are seeking to change the world, to use their new found expertise with great passion, above and beyond the experience of past generations. 4:15 to 4:55 PM Promenade East and All Rooms

Open Space Meeting Participants will self-organize during sessions throughout the day, and use this time to meet at locations that will be posted and tweeted as the afternoon sessions end. The Event will begin in Promenade East and spread to the other meeting rooms as needed. 5:00 PM to 6:00 PM Promenade East

Elena Antonacopoulou, University of Liverpool; Ken Brown, University of Iowa; Jeanie Forray, Western New England University; Christina Hannah, University of Maryland University College, James Spee, University of Redlands; Toni Ungaretti, Johns Hopkins University

Dream, Discover, Design: Inspiring Innovative Teaching After the Open Space "Unconference," we conclude TLC@AOM with a facilitated appreciative inquiry activity designed to help share successes and envisage desired futures as business and management teachers and learners. This sessions is designed for those new to teaching, those who are “experienced” and successful teachers, and those seeking to renew and refresh their thinking and practice. 5:00 PM to 6:00 PM Promenade West

TLC Reception



TLC@AOM 2013 List of Presenters

1 Antonacopoulou, Elena University of Liverpool [email protected]

2 Beatty, Joy University of Michigan - Dearborn [email protected]

3 Berdrow, Iris Bentley University [email protected]

4 Berg, David Hamline University [email protected]

5 Brown, Kenneth University of Iowa [email protected]

6 Brush, Candida Babson College [email protected]

7 Burke, Lisa University of Tennessee - Chattanooga [email protected]

8 Butler, Christina Kingston University [email protected]

9 Clarke, Janine Azerbaijan Diplomatic Academy [email protected]

10 Coakley, Lori Bryant University [email protected]

11 Daspit, Josh Mississippi State University [email protected]

12 De Janasz, Suzanne IMD [email protected]

13 Dobbs, Michael Eastern Illinois University [email protected]

14 Ekmekci, Ozgur The George Washington University [email protected]

15 Eisenberg, Jacob University College Dublin [email protected]

16 Emmons, William Harvard Business School [email protected]

17 Evans, William (Randy) University of Tennessee - Chattanooga [email protected]

18 Finn, Dale University of New Haven [email protected]

19 Forray, Jean Western New England University [email protected]

20 Fukami, Cynthia University of Denver [email protected]

21 Goldman, Ellen George Washington University [email protected]

22 Gowan, Mary Elon University [email protected]

23 Greenberg, Danna Babson College [email protected]

24 Greene, Patricia Babson College [email protected]

25 Hagan, James Hamline University [email protected]

26 Hannah, Christina University of Maryland Univ College [email protected]

27 Hawk, Thomas [email protected]

28 Hrivnak, George Bond University [email protected]

29 Karl, Katherine University of Tennessee - Chattanooga [email protected]

30 Kothari, Tanvi San Jose State University [email protected]

31 Kuchar, Matt Harvard Business School [email protected]

32 Lam, Nancy Frostburg State University [email protected]

33 Lambert, Alysa Indiana University Southeast [email protected]

34 Lee, Yih-teen Iese Business School [email protected]

35 Leigh, Jennifer Nazareth College [email protected]

36 Lewicki, Roy James Ohio State University [email protected]

37 Lund Dean, Kathy Gustavus Adolphus College [email protected]

38 Lyon, Julie Roanoke College [email protected]

mailto:TLC@AOM%202013%20List%20of%20Presenters

mailto:[email protected]






































39 Mahler, Elizabeth George Washington University [email protected]

40 Man, Thomas Wing-Yan Nottingham Univ Business School China [email protected]

41 Masterson, Suzanne University of Cincinnati [email protected]

42 McLaughlin, Erin Nova Southeastern University [email protected]

43 Mendenhall, Mark Univ of Tennessee, Chattanooga [email protected]

44 Messersmith, Jake University of Nebraska-Kearney [email protected]

45 Moosmayer, Dirk Nottingham University Business School [email protected]

46 Murphy, Wendy Babson College [email protected]

47 Neck, Heidi Babson College [email protected]

48 Paunova, Minna IESE Business School [email protected]

49 Peluchette, Joy VanEck University of Wollongong [email protected]

50 Peterson, Tim North Dakota State University [email protected]

51 Pio, Edwina AUT University [email protected]

52 Raelin, Joe Northeastern University [email protected]

53 Reeves, Cody University of Iowa [email protected]

54 Rimanoczy, Isabel Minervas Women Changing the World [email protected]

55 Roberto, Michael Bryant University [email protected]

56 Rosso, Brent Montana State University [email protected]

57 Sama, Linda St. John's University [email protected]

58 Sedlovskaya, Alexandra Harvard Business School [email protected]

59 Segovis, James Bryant University [email protected]

60 Sheehan, Norman University of Saskatchewan [email protected]

61 Simmons, Sharon William Paterson University [email protected]

62 Sims, Jonathan University of Texas at Austin [email protected]

63 Spee, James University Of Redlands [email protected]

64 Sprinkle, Therese University of Dallas [email protected]

65 Statler, Matt New York University [email protected]

66 Stoner, James Fordham University

67 Ungaretti, Toni Johns Hopkins University [email protected]

68 Vodosek, Markus GGS German Graduate School [email protected]

69 Wagner, Sharon Linfield College [email protected]

70 Walsh, Jim University of Michigan [email protected]

71 Whittington, J Lee University of Dallas [email protected]

72 Woodworth, Warner Brigham Young University [email protected]

73 Wright, Robert The Hong Kong Polytechnic University [email protected]

74 Zander, Lena Uppsala University [email protected]

75 Zupan, Blaž University of Ljubljana [email protected]





































[email protected]/uploadedfiles/meetings/annualmeeting/tlc/full...tlc@aom involves academy members from...

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