Table Of ContentTeaching and Learning at Business Schools
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Teaching and
Learning at
Business Schools
Transforming Business Education
EDITED BY PÄR MÅRTENSSON,
MAGNUS BILD and KRISTINA NILSSON
© Pär Mårtensson, Magnus Bild and Kristina Nilsson 2008
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording
or otherwise without the prior permission of the publisher.
Published by
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Gower Publishing Company
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101 Cherry Street
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USA
Pär Mårtensson, Magnus Bild and Kristina Nilsson have asserted their moral right under the
Copyright, Designs and Patents Act, 1988, to be identifi ed as the authors of this work.
British Library Cataloguing in Publication Data
Teaching and learning at business schools : transforming
business education
1. Business schools – Cross-cultural studies
I. Martensson, Par II. Bild, Magnus III. Nilsson, Kristina,
1945–
650'.0711
ISBN-13: 9780566088209
Library of Congress Cataloging-in-Publication Data
Teaching and learning at business schools : transforming business education / edited by Par
Martensson, Magnus Bild and Kristina Nilsson.
p. cm.
Includes index.
ISBN 978-0-566-08820-9
1. Business schools--Cross-cultural studies. I. Martensson, Par, 1963– II. Bild, Magnus. III.
Nilsson, Kristina, 1945–
HF1111.T43 2008
650.071'1--dc22
2008003567
Printed and bound in Great Britain by TJ International Ltd, Padstow, Cornwall.
Contents
List of Figures vii
List of Tables ix
Acknowledgements xi
List of Contributors xiii
Preface Pär Mårtensson, Magnus Bild and Kristina Nilsson xv
PART I INSIDE THE CLASSROOM
Setting the Stage
Chapter 1 Teacher as Facilitator of Learning 3
Christine Kelly
Teaching Techniques and Approaches
Chapter 2 Teaching Actively 17
Mel Silberman
Chapter 3 My Biggest Mistakes in Teaching Cases (and Lessons Learned) 29
Kamran Kashani
Chapter 4 The Challenge of Teaching ‘Soft’ Subjects to MBAs: How Using Mini-
Cases Can Help 37
Pierre Dussauge
Chapter 5 Team Teaching 47
Pedro Parada and Josep Franch
Chapter 6 Transformative Management Education 63
Johan Roos
Chapter 7 Acting is Being: Theatre as a Learning Method 77
Göran von Euler
Dealing with Different Contexts
Chapter 8 Teaching Large Classes 89
Aswath Damodaran
Chapter 9 Diversity Dynamics in Teaching 101
Hellicy Ngambi
Chapter 10 Teaching and Learning in a Multicultural Environment: A Mild Polemic 111
Seán Gaffney
Chapter 11 Damage Control and Tempered Change: Refl ections on Working with
Gender Issues in the Business School Classroom 127
Charlotte Holgersson
Chapter 12 English in the Classroom: Meeting the Challenge of English-Medium
Instruction in International Business Schools 137
Thomas Lavelle
vi Teaching and Learning at Business Schools
Chapter 13 Ascending and Descending with a Dissertation: Images of Tutoring
Doctoral Students 155
Udo Zander
PART II OUTSIDE THE CLASSROOM
Designing Programs and Learning Environments
Chapter 14 Program Design and Management 167
Christer Karlsson
Chapter 15 Important Considerations When Starting Programs 183
Kristina Nilsson
Chapter 16 Managerial Competency and Learning Management 199
Peter Daly and Isabelle Sequeira
Individual Development of Faculty Members
Chapter 17 Getting and Giving Feedback 211
Tom Pugel and Jan Shubert
Chapter 18 Individual Professional Development Coaching 223
Philippa Morrison and Pär Mårtensson
Chapter 19 Advice to a New Teacher 231
Catharina Pramhäll
Leading and Developing Business Schools
Chapter 20 Business Schools’ International Networks for Faculty Development 241
Ferdinando Pennarola
Chapter 21 Pedagogical Leadership: Experiences From Three European Business
Schools 259
Marie-Laure Djelic, Landis Gabel and Andrea Sironi (interviewed by the Editors)
Chapter 22 Learning Styles as Vehicles for Pedagogical Development 271
Magnus Bild and Pär Mårtensson
Chapter 23 Mastering Business Action: Implications for Management Learning in
Business Schools 279
Elena P. Antonacopoulou
About the Contributors 295
Index 303
List of Figures
Figure 5.1 Co-teacher positioning: basic options 52
Figure 6.1 Group two’s construction 70
Figure 6.2 Metaphorical BankCo customer 72
Figure 7.1 Kolb’s learning cycle 80
Figure 7.2 Interactive theatre 81
Figure 8.1 The various aspects of teaching 90
Figure 8.2 Offer the big picture to your class 95
Figure 8.3 Seek active participation 96
Figure 10.1 Behavioural dynamics 122
Figure 12.1 Stages 1 and 2 of the good-enough-to-teach model of English profi ciency 143
Figure 12.2 Stages 1–3 of the good-enough-to-teach model of English profi ciency 145
Figure 12.3 All four stages of the good-enough-to-teach model of English profi ciency 146
Figure 13.1 Tutoring dynamics 162
Figure 15.1 Program overview 186
Figure 15.2 Prerequisites for program delivery 188
Figure 15.3 Core values of the international teaching program at the Stockholm
School of Economics 190
Figure 15.4 The cogwheel model 191
Figure 16.1 Learning at EDHEC mapped onto Kolb’s learning cycle 201
Figure 19.1 Model for splitting the classroom into sections 234
Figure 22.1 The distribution of learning styles among M.Sc. students admitted to
the Stockholm School of Economics between 2003 and 2007 272
Figure 22.2 The distribution of learning styles among EMBA and MBA students
admitted to the Stockholm School of Economics between 2001 and 2007 273
Figure 22.3 The distribution of learning styles among 49 SSE faculty members 273
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List of Tables
Table 5.1 Models of team teaching 49
Table 5.2 Examples of division of roles 51
Table 5.3 Basic complementarities for team teaching 55
Table 5.4 Key success factors in team teaching 56
Table 5.5 Advantages and diffi culties in team teaching 57
Table 10.1 Honey and Mumford’s learning styles 119
Table 12.1 Selected features distinguishing bands 6 and 7 on the international
English testing exam 147
Table 13.1 Schiller on academics: inaugural lecture in Jena, 1789 157
Table 13.2 Three systems of knowledge production 159
Table 14.1 A full set of activities with total working hours 178
Table 14.2 Activity fl ow chart 179
Table 14.3 Sample module specifi cation 180
Table 15.1 Ontology and epistemology and program planning 185
Table 15.2 Thoughts and values underlying the program 190
Table 15.3 My world view of learning and learning processes 192
Table 15.4 Learning objectives for open and in-company programs 193
Table 15.5 Principles when starting programs 194
Table 15.6 The MBA journey 195
Table 15.7 Learning climate guiding principles 196
Table 17.1 Sample notes 217
Table 20.1 ISBM member business schools 249
Table 20.2 ITP editions prior to the modular format 251
Table 20.3 The modular edition of the programme 253
Table 22.1 Average scores on each of the learning styles dimensions 274
Table 22.2 Examination results in Business Statistics for the students scoring
highest and lowest on the theorist dimension in the LSQ 275
