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Call for Special Issue Editors
The Journal of Management Education seeks individuals interested in serving as a co-editor for any of the Special Issue themes shown below. Editing a special issue is a collaborative effort that takes place over a 12-15 month period. In cooperation with the JME editors, the activities of Special Issue Editors include article solicitation, reviewer selection and invitation (from the JME database and personal contacts), review processing, manuscript decisions, and publication recommendations. While prior work as an editor or associate editor is desirable, it is not a requirement. Individuals with a record of reviewing for JME or other management education publications, and who wish to further their professional development by editing a special issue of JME, are encouraged to respond. Interested individuals should contact the JME editors, Jeanie M. Forray, and Kathy Lund Dean, at editor@obts.org.
Behavioral Ethics: Exploring The New Landscape in Ethics Education
The litany of ethics lapses in corporations continues to make headlines, showing no signs of slowing down. In response, management educators have sought new approaches for ethics education aimed at understanding why leaders and employees continue to behave in unethical ways, and what an effective ethics curriculum might include. To that end, the rise of behavioral ethics has paved the way for new approaches in ethics education to be integrated into business programs. Behavioral ethics, which specifically recognizes the psychosocial and organizational influences on behavioral choices, has found recent programmatic life in several widely adopted models, including Gentile's Giving Voice to Values curriculum, Prentice's "Ethics Unwrapped" series (http://ethicsunwrapped.utexas.edu/), and Stanford's "Leadership in Focus" series (https://www.leadershipinfocus.net/). Since JME's last ethics education Special Issue was in 2006, we seek an updated understanding of how ethics pedagogy choices, effectiveness, and experiences for students have changed with the advent of this exciting new paradigm. Some of the questions that may be addressed include how "traditional" or normative ethics might be partnered with a behavioral approach, and the challenges/rewards therein. What drives the decision to include a behavioral component in an ethics course, and what have been authors' experiences with that change? What new behavioral approaches hold the most promise in helping students cope with some of the organizational structural norms that invite unethical behavior?
Introduction to Management: New Approaches to Introducing Students to the Management Domain
In many programs, the Principles of Management or Intro to Organizational Behavior course is the only management class other than Strategy that business students complete in their undergraduate or graduate program. As such, introductory courses present particular challenges for faculty and their students as they must serve as an introduction to both content and process in the field of management. While the topic of introductory courses and a number of JME articles have addressed specific course elements (e.g., Wright & Gilmore, 2012; Leigh & Gibbon, 2008; Thompson, Purdy & Fandt, 1997), to date there has been no focused Special Issue attention to introductory courses as a curricular concept and approach. Some of the questions that may be addressed within such a focus may include: How are introductory courses changing in relation to changes in higher education and/or the business environment? What, if any, generational shifts in our student populations are informing new approaches to introductory courses? Have university programs changed the timing or structure of introductory material based on curriculum redesign and/or accreditation issues? How have calls to integrate the liberal arts into management education been operationalized in the introductory domain, and with what outcomes?
Teaching Experientially in Technical Management Fields: Doing and Reflecting in Data-Driven Disciplines
Lean manufacturing, production and operations, and quality control are all components of what can be described as the 'technical management' domain. These are management education classes where students are learning concepts and practices for dealing with and understanding the implications of hard data, and where the ability to be successful depends upon analytics in various forms. JME has published articles that offer instructional innovations within operations management and related areas (e.g., Huffman & Kilian, 2012; Walker et al, 2009; Coleman & Smith, 1994), but has not addressed this domain specifically in a prior Special Issue. What are the unique challenges in these courses? What are some of the new ways of teaching within this sphere? How are students encouraged to learn, both in terms of their 'doing' and their 'reflecting on doing,' that form the core of the experiential learning approach? Are there insights derived from addressing topics in the technical management context that could be helpful for those in other management domains?
References
Coleman, B.J. and Smith, S.J. (1994) A Proposed Typology for the Production and Operations Management Core Course. Journal of Management Education, vol. 18, 3: pp. 332-341.
Huffman, B.J. and Kilian, C.M. (2012) The Flight of the Phoenix: Interpersonal Aspects of Project Management. Journal of Management Education, vol. 36, 4: pp. 568-600
Leigh, J.S.A.and Gibbon, C.A. (2008) Information Literacy and the Introductory Management Classroom. Journal of Management Education, vol. 32, 4: pp. 509-530.
Thompson, T.A., Purdy, J.M. and Fandt, P.M. (1997) Building a Strong Foundation: Using a Computer Simulation in an Introductory Management Course. Journal of Management Education, vol. 21, 3: pp. 418-434.
Walker, H.L., Gough, S. Bakker, E.F., Knight, L.A. and McBain, D. (2009) Greening Operations Management: An Online Sustainable Procurement Course for Practitioners. Journal of Management Education, vol. 33, 3: pp. 348-371.
Wright, A.L.and Gilmore, A. (2012) Threshold Concepts and Conceptions: Student Learning in Introductory Management Courses. Journal of Management Education, vol. 36, 5: pp. 614-635.