ERIC Number: EJ1039776
Record Type: Journal
Publication Date: 2014-Oct
Reference Count: 13
Evidence-Based Management Education
Burke-Smalley, Lisa A.
Journal of Management Education, v38 n5 p764-767 Oct 2014
In this rejoinder to "Let's Burn Them All: Reflections on the Learning-Inhibitory Nature of Introduction to Management and Introduction to Organizational Behavior Textbooks," by Robert A. Snyder (see EJ1039748), Lisa Burke-Smalley touches upon a number of Snyder's claims and explores questions sparked by his essay. She argues that publishers, authors, and instructors should invoke established theory and evidence in order to keep their message for students current, concise, clear, coherent, and coordinated (Mayer et al., 1996). Put simply, publishers, authors, and management faculty should pursue evidence-based teaching and education (see Davies, 1999). Burke-Smalley goes on to suggest that there's a possibility that certain learning support alternatives perform better than textbooks for particular courses and fields of study; such empirical investigations would contribute to the management education literature. She also points out that before burning all introductory management and organizational behavior textbooks, it's important to realize how a textbook can serve a positive role for students and teachers, at least in certain learning contexts. As a learning support resource, books should help students integrate text information with their existing knowledge so as to construct new knowledge and understanding (Shepardson & Pizzini, 1991). Burke-Smalley concludes her rejoinder by noting it appears that Snyder's essay sparks even larger questions about the role of textbook publishers in higher education and in management education more specifically.
Descriptors: Textbooks, Textbook Preparation, Business Administration Education, Multimedia Materials, Higher Education, Publishing Industry
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A