Reimagining Business Education by Carlile Paul R.;Davidson Steven H.;Freeman Kenneth W.;Thomas Howard;Venkatraman N.;

Author:Carlile, Paul R.;Davidson, Steven H.;Freeman, Kenneth W.;Thomas, Howard;Venkatraman, N.;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2016-03-02T00:00:00+00:00

Not only has the gap between theory and practice opened up it has also been made even more severe due to the dramatic tension produced by the specialization of knowledge in relation to its integration

Once we see the underlying topography that arose between 1959 and 2015 we can easily see why we are so constrained by it

One Jam participant, an academic with over 20 years’ experience in business schools, said: “One of the major concerns in development of skills that will be necessary for the 21st century is the ability to deal with ambiguity. With a traditional case, especially when based on actual events, the task is to generate the right answer – which is the opposite of working with ambiguity.”

To help resolve this, the participant recommended moving toward a “live” case method: “In my undergraduate organizational communication classes, student teams are each given a company, preferably a non-US company, facing some kind of current issue. The students are given questions but their findings are evaluated in terms of how well they have organized the process. Because there are no pre-determined right answers, the students have to work within a more open framework.”

When we look at medical education the clinical approach has been a very successful means of maintaining a balance between theory and practice. That method is focused on a particular patient who is of consequence to the faculty and students at the school. The patient – the focus of the clinical approach – is examined by different specialists to solve his or her problem. However, in business schools the focus of a case study is usually developed and delivered by a specialist with limited opportunities for integration of thought across disciplines.

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