Journal of Management Education LO31192 -CFP

From: Marilyn Laiken (mlaiken@oise.utoronto.ca)
Date: 11/19/04


Attached below is a call for papers for a special issue of the Journal
of Management Education on innovative uses of teams in higher
education. We would appreciate it if you could distribute the call
widely to your networks. Thank you!

Call for Papers for Special Issue
Journal of Management Education
Use of Teams in Management Education

Guest Editors: Dr. Thomas Kalliath, Australian National University
Dr. Marilyn Laiken, OISE, University of Toronto

In recent years there has been increasing use of teams in management
education. There are two good reasons for using teams in the
management classroom. First, management educators are discovering the
power of teams to galvanise member resources toward a team product,
while simultaneously harnessing superior learning that is deeper and
more long-term. Indeed, some types of learning are better accomplished
through pedagogical designs that elicit higher levels of member
interaction and participation in groups (e.g. transformative
learning). The second reason originates in the continuing demand from
stakeholders of management education for graduates equipped with team
skills. The corporate environment has in recent years shown a trend
towards harnessing the potential of teams. Given that the vast
majority of students from universities move on to occupy positions in
organizations across sectors, university educators have responded to
the challenge by instituting courses on teamwork or including a
teamwork component in courses (e.g. a collaborative team project).

Over the years, JME has published a number of articles on issues
surrounding the management of collaborative team assignments that have
offered new insights into team/group work in a variety of contexts.
Similarly, a number of adult learning journals have made significant
contributions to extend our understanding of the pedagogical issues
surrounding student group work. However, there still remain a number
of unresolved and irksome issues surrounding the use of student teams
that continue to pose a challenge. Many educators continue to struggle
to find the best method of team assessment to reward individual and
team contributions fairly. We are still looking for pedagogical
designs that will help alleviate dysfunctional teamwork and motivate
the highest levels of individual contribution to the team effort. Are
there innovative pedagogical designs that can demonstrate long-term
transfer of learning beyond the management classroom? These are some
examples of difficult issues in team/group work that continue to pose
a challenge to even astute management scholars and educators. We
invite contributions from management scholars and scholars from other
related disciplines (e.g. adult education) to address these difficult
questions and other unresolved issues in the productive use student
team/group work in management education.

The Special Issue will focus on (1) where we have been:
Retrospective/summary pieces that critically recap the history of
different pedagogical issues related to teams (e.g. course design,
peer evaluation); (2) where we are now: state of the art practice
pieces that describe new pedagogical approaches related to student
teams; (3) where we should go next: commentaries on the future of
teams in management education, including unresolved issues, leading
edge ideas, etc.

Contributions to the Special Issue will address leading edge innovations
that result in a high level of student engagement and superior learning.
Interested scholars/practitioners are invited to send original manuscripts
in the following categories:

1) Feature articles that develop/integrate/translate theory and practice
underlying the use of teams in management education (4000 to 5000 words)
2) Feature articles that outline original research relevant to where we
have been, where we are and where we should go next (4000 to 5000 words)
3) Practice articles that illustrate innovations to address difficult and
unresolved issues in the use of teams that result in superior learning
(2500 to 3000 words)
4) Creative, thought provoking essays (2500 to 3000 words)
Viable papers will successfully meet these criteria:
∑ Grounded in applied science (ie: draws data from practice grounded in
well-researched theoretical frameworks ^÷ original data or from existing
literature)
∑ Provides specific guidelines, principles and lessons learned that can
shape and guide innovations in use of teams in management education
∑ Documents and demonstrates innovative classroom practices or case
studies
∑ Stimulates ideas that other instructors can adapt or develop in their
context
∑ Will add value for the instructor/learner
In the selection for this Special Issue, priority will be given to those
papers that describe higher education contexts that are learner-centered,
effectively demonstrate a clear and concise message about student team
projects or course pedagogy, and are rigorous in logic and in the support
of ideas.
Submission Guidelines:
∑ Attach to an e-mail two electronic copies of your submission: one with a
title page containing author-identifying contact information, one without
the author-identifying title page. Each file should contain all figures,
tables, and fully double-spaced references. These two files should be
named AUTHOR and NO-AUTHOR, respectively. All submissions must be made in
a Word 6.0/95 ^÷compatible file format.
∑ Manuscripts should be limited to word count as indicated above
(excluding references, tables, etc.), double-spaced pages of text.
∑ All citations, references, and other formatting issues should conform to
the Publication Manual of The American Psychological Association (most
recent edition).
∑ All submissions should include an abstract of approximately 75 words.
∑ Authors are to assume that the reader is a highly educated and
experienced practitioner and/or academic.
Reviewers will be responding to the following questions in their review of
papers:
1. Relevance of the paper to the focus of the Special Issue.
2. Does the material represent leading edge innovation?
3. Is the paper well connected with current theory and relevant
literature?
4. Is the methodology sound? Is the research design appropriate? (for
research-based papers)
5. Is the paper well written?
6. Does the paper make a significant contribution to the advancement of
knowledge in the use of teams in management education?

Your submission will be acknowledged electronically when reviewers are
assigned. Papers will be double blind peer reviewed. Contributors should
send their manuscripts electronically, no later than April 30, 2005 to:
Thomas Kalliath at [

   mailto:thomas.kalliath@anu.edu.au

Please copy your submission to Marilyn Laiken at [

   mailto:mlaiken@oise.utoronto.ca

Thank you for your interest, we look forward to hearing from you.

------------------------------------------------------------------------
Dr. Thomas Kalliath
School of Business and Information Management
Hanna Neumann Building
Canberra, ACT 0200
Australia
T:61 2 6125 8104

http://ecocomm.anu.edu.au/people/info.asp?Surname=Kalliath&Firstname=Thomas

Marilyn Laiken, PhD
Department of Adult Education and
Counselling Psychology, OISE/UT
252 Bloor St. West, 7th floor
Toronto, Ontario, M5S 1V6
Tel: 416-923-6641, ext. 2349
Fax: 416-530-4317
E-mail: mlaiken@oise.utoronto.ca

-- 

"Marilyn Laiken" <mlaiken@oise.utoronto.ca>

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