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Dehler, Gordon E.; Welsh, M. Ann – Journal of Management Education, 2014
Education philosopher Wilfred Carr points to the importance of engagement in the debates on the central issues in education, but not "about" education, rather "for" education. In this essay, we extend this position into the realm of management education by critiquing the disappointing outcomes of traditional approaches to…
Descriptors: Business Administration Education, Reflective Teaching, Scholarship, Knowledge Level
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Welsh, M. Ann; Dehler, Gordon E. – Journal of Management Education, 2013
In this article, we argue for advancing grounded curricula, which explicitly link theory and pedagogy, and executing them in authentic and multidisciplinary settings as a means to facilitate student growth into integrative learners. We describe the development of a student-centered learning experience that combines elements of critical management…
Descriptors: Critical Thinking, Teaching Methods, Theory Practice Relationship, Criticism
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Dehler, Gordon E.; Edmonds, Rosemary K. – Journal of Management Education, 2006
A long-standing challenge for management educators concerns developing pedagogies that confront the complexities associated with the process of managing. Faculty need to simultaneously acknowledge the practicality of content as well as the salience of students' experience. This article proposes action research to raise pedagogy above methodology…
Descriptors: Action Research, Management Development, Teaching Methods, Course Content
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Dehler, Gordon E.; Welsh, M. Ann – Journal of Management Education, 1993
A strategy for teaching undergraduate organization theory and design uses dialectical inquiry (thesis-antithesis-synthesis) and involves students actively in classroom learning. Concepts are introduced through dichotomies as typically introduced in texts; discussion elaborates grey areas. Case analysis by this method conveys the often ambiguous…
Descriptors: Business Administration Education, Classroom Techniques, Heuristics, Higher Education
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Lewis, Marianne W.; Dehler, Gordon E. – Journal of Management Education, 2000
Paradox is composed of contradictions or polarities, provoking responses of anxiety or defensiveness. It can stimulate creative thinking. Strategies for learning through paradox include constructing complexity from simplicity, discovering inner paradoxes, and learning to read complexity. (SK)
Descriptors: Business Administration Education, Educational Strategies, Higher Education, Management Development