Abstract
As educators we serve as role models for students, especially during times of societal division and negativity. By integrating activities into our classes that emphasize the positive contributions that we can make, and by identifying collaborative learning approaches, we can provide students with the tools and examples for optimistic problem solving. This issue of Management Teaching Review highlights articles that positively affect student learning: they emphasize the good that can result from targeted classroom activities, and they teach students techniques such as Appreciative Inquiry that center on identifying the positives of a situation. In this issue, we publish five Experiential Exercises and one Resource Review that illustrate processes and outcomes for making positive contributions.
The first two Experiential Exercises emphasize the importance of giving. The first article, “Organic Delights: Examining the Challenges of Corporate Social Responsibility” by Stephen E. Bear, enables students to experience decision making relative to corporate social responsibility (CSR) investments in their role as senior management for a fictitious restaurant and caterer. Students first individually evaluate six competing proposals for CSR and then form small groups to determine which proposal(s) to fund while staying within the allotted budget. Debriefing guidelines focus on stakeholder analysis, applying the CSR pyramid, making tradeoffs, and personal reflection. The second article, “Developing a Precareer Network: An Exercise in Identifying, Using, and Making Investments in Social Capital” by Karen Reardon and Anne Walsh, focuses on the early phase of the students’ college education by helping students understand the value of developing reciprocal peer networks to assist in career development. The workshop-style exercise presents activities for enhancing students’ career networks through developing and fostering social networking skills. The giving theme appears in the first article in terms of giving back to the community and in the second article in terms of the instrumental and expressive functions of social capital that foster sharing information and resources.
The next two Experiential Exercises emphasize making positive contributions through entrepreneurial activities. In “Managing Biases in Product Development Teams: A Tale of Two Rocks,” by Michael A. Keene, students learn to recognize their perceptual biases when evaluating the potential of two products: a high-tech “Desert Varnish” product and the low-tech “Pet Rock.” The author provides background narratives for both products and instructional resources for helping students understand the challenges facing product development teams. Additional examples of high-tech product failures are included, illustrating the importance of distinguishing between a business opportunity and a technological accomplishment. Next, “Running Lean Startup in the Classroom: From Idea to Experiment in 1 Week,” by Craig E. Armstrong, presents a five-module framework of rapid lean start-up that can be applied over five consecutive class periods. These modules consist of (1) customer persona, (2) value proposition canvas, (3) experiment map, (4) minimum viable product, and (5) run the experiment. Descriptions of student work products are included as is an example from a student team that developed a fun, educational board game for young Haitian orphans. Both of these Experiential Exercises teach students how to look beyond themselves to understand the perspectives of others and as a result make a positive contribution.
The final Experiential Exercise, “Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool” by Terri A. Scandura, teaches students to use the Appreciative Inquiry (AI) process of appreciating, envisioning, dialoguing, and innovating. Examples of the AI process for classroom application are included such as using Kolb’s learning styles, conducting AI activities at the course midpoint, and an illustrative organizational case example. By focusing on the positive aspects of a situation, AI can increase the probability of constructive problem solving.
In this issue, we also publish one Resource Review that represents a positive contribution to management education. “Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices,” by Carolyn Plump and Julia LaRosa, describes a free online elearning gaming platform, where students use their cell phones to actively engage in responding to instructor-supplied questions. Kahoot! supports course content retention and also helps instructors understand what course material may need further clarification. Student participation can also be anonymous, which further facilitates engagement and learning. This Resource Review illustrates an innovative technology that can be used for individual or collaborative learning and provides a fun, interactive technique for learning that is also easy for instructors to set up and use in the classroom.
We hope you continue to find the pedagogical resources published in Management Teaching Review positive additions to your teaching.