PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2011 | 11 | nr 2 | 73--87
Tytuł artykułu

Is faster, better when teaching skills based management courses? : a comparison of compressed and full-term course delivery methods

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
This study investigates students' self-perceptions of learning related to their participation in either a 3- or 15-week skill-based graduate coaching course. The results indicate students enrolled in the compressed course saw a significant increase in their coaching skills from pre-test to post-test; students enrolled in the full-term did not see the same statistically significant increase. Further, students in the compressed course had statistically significant higher counseling and challenging skills than the full-term students. These findings are relevant to the debates surrounding the benefits accrued from obtaining an MBA. (original abstract)
Rocznik
Tom
11
Numer
Strony
73--87
Opis fizyczny
Twórcy
  • Georgia State University, Stany Zjednoczone
  • Georgia State University, Stany Zjednoczone
Bibliografia
  • Austin, A.M., Gustafson, L. (2006), Impact of Course Length on Student Learning, Journal of Economics and Finance Education, (5) 1, p. 26-27.
  • Bennis, W.G., O'Toole, J. (2005), How Business Schools Lost Their Way, Harvard Business Review, 83 (5), p. 96-104.
  • Caskey, S.R. (1994), Learning Outcomes in Intense Courses, Journal of Continuing Higher Education, 42, p. 23-27.
  • Cudd, M., King, J.O. (1995), Assessment of the Nature and Status of the MBA Restructuring Trend, Journal of Education for Business, (71) 1, p. 44-49.
  • Davies, M. (2006), Intensive Teaching Formats: a Review, Issues in Educational Research, 16 (1), p. 1-20.
  • Davis, A., Mazmanian, P., Fordis, R., Harrison, V., Thorpe, K., Perrier, L. (2006), Accuracy of Physician Self-Assessment Compared with Observed Measures of Competence: a Systematic Review, Journal of the American Medical Association. 296, p. 1094-1102.
  • Desiraju, R., Gopinath, C. (2001), Encouraging Participation in Case Discussions: a Comparison of the MICA and the Harvard Case Methods, Journal of Management Education, 25 (4), p. 394-408.
  • Dunning, D., Heath, C., Suls, J. (2004), Flawed Self-Assessment: Implications for Health, Education, and the Workplace, Psychological Science in the Public Interest, 5, p. 69-106.
  • Eberhardt, B.J., Moser, S. (1997), Business Concerns Regarding MBA Education: Effects on Recruiting, Journal of Education for Business, 72 (5), p. 293-297.
  • Eva, K., Cunnington, J., Reiter H., Keane D., Norman G. (2004), How Can I Know What I Don't Know? Poor Self-Assessment in a Well-Defined Domain, Advances in Health Science Education, 9, p. 211-224.
  • Ewer, S., Greer, O., Bridges, W., Lewis B. (2002), Class Lengths and Student Performance: An Extended Study, International Advances in Economic Research, 8, p. 160-168.
  • Falchikov, N., Boud, D. (1989), Student Self-Assessment in Higher Education: a Meta-analysis, Review of Educational Research, 59, p. 395-430.
  • Grimbly, S. (1993), Robots with Swollen Egos, Canadian Business, no. 32.
  • Hahs, D.L. (1999), What Have MBAs Done for Us Lately? Journal of Education for Business, 74 (4), p. 197-202.
  • Hill, L.A. (1992), Becoming a Manager Mastery of a New Identity, Harvard Business School Press, Boston.
  • Jones, E.A., RiCharde, S. (2005), National Postsecondary Education Cooperative Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning and Quantitative Skills, NPEC 2005-0832, Washington, D.C.
  • Kanter, R.M. (1995), Mastering change, in: S. Chawla, J. Renesch eds., Learning Organizations: Developing Cultures for Tomorrow's Workplace, Productivity Press, Portland, OR.
  • Kinberg, M. (2001), Perspectives on Foreign Language Immersion Programs, The Edwin Mellen Press, Lewiston, NY.
  • Kinlaw, D.C. (1989), Coaching for Commitment: Managerial Strategies for Obtaining Superior Performance, University Associates, San Diego, CA.
  • Kinlaw, D.C. (1999), Coaching for Commitment: Coaching Skills Inventory - Self, Jossey-Bass/Pfeiffer, San Francisco.
  • Kruger, J., Dunning, D. (1999), Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments, Journal of Personality & Social Psychology, 77, p. 1121-1134.
  • Linder, J.C., Smith, H.J. (1992a), The Complex Case of Management Education, Harvard Business Review, 70 (5), p. 16-33.
  • Linder, J.C., Smith, H.J. (1992b), MBA: Is the Traditional Model Doomed? Harvard Business Review, 70 (6), p. 128-140.
  • Mc Carthy, A.M., Tucker, M.L., Dean, K.L. (2002), Service Learning: Creating Community, in: C. Wankel, R. De Fillipi eds., Rethinking Management Education in the 21st Century, Information Age Publishing, Greenwich, CT, p. 63-86.
  • Mintzberg, H. (2004), Managers, Not MBAs, Berret-Kohler Publishers, Inc., San Francisco.
  • Pfeffer, J., Fong, C.T. (2002), The End of Business Schools? Less Success than Meets the Eye, Academy of Management Learning and Education, 1(1), p. 78-95.
  • Rayburn, L.G., Rayburn, J.M. (1999), Impact of Course Length & Homework Assignment on Student Preferences, Journal of Education for Business, 74, p. 325-331.
  • Reingold, J. (2000), You Can't Create a Leader in a Classroom, Fast Company, 40:286.
  • Smits, S.J. (2010), Extending the Journey: Leadership Development Beyond the MBA, Poznań University of Economics Review, 10 (1), p. 62-77.
  • Walker, C.L., Tedick, D.J. (2000), The Complexity of Immersion Education: Teachers Address the Issues, The Modern Language Journal, 84 (1), p. 5-28.
  • Wankel, C., DeFillipi R., eds. (2002), Rethinking Management Education for the 21st Century,Information Age Publishing, Greenwich, CT.
  • Wilson, K. (1999), Validity of Global Self-ratings of ESL Speaking Proficiency Based on FSI/ILR Reference Scale, Educational Testing Service Report, Princeton, NJ, RR-99-13.
  • Zimmerman, J.L. (2001), Can American Business Schools Survive? Unpublished manuscript, Simon Graduate School of Business Administration, Rochester, NY.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171227797

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.