[AISWorld] Call for Papers - Educational Innovation and Reform in the Decision Sciences Using Multidisciplinary and Collaborative Practices

Vijay Kannan dsjie.editor at gmail.com
Wed Mar 5 14:05:20 EST 2014


Call for Papers

 

Decision Sciences Journal of Innovative Education: Special Issue on
'Rethinking Undergraduate Business Education: In the Classroom & Beyond' (
<http://dsjie.org/Portals/0/Users/Vijay/Content/Rethinking_Undergraduate_Edu
cation.pdf> Rethinking Undergraduate Business Education: In the Classroom
and Beyond)

Guest Editors: Lynn Perry Wooten, University of Michigan, Joy Oguntebi,
Rochester Institute of Technology

 

Motivation and Background

 

Business is the most popular undergraduate field of study in universities in
the United States, with 21% of graduates receiving degrees in its various
disciplines. In contrast, in 1970 only 14% of undergraduates received
degrees in business. Despite this growth, critics contend that undergraduate
business education is anti-intellectual, provides a 'skate-through'
experience, and is too focused on career preparation. Research suggests that
compared to students in other fields of study, undergraduate business
students spend less time preparing for classes, and after two years of
college have the weakest gains in writing and reasoning skills. Some
educators also argue that that undergraduate business education does not
have a distinct identity from MBA education. As a result, it has failed to
acknowledge that students need a holistic academic education in addition to
professional preparation.  

 

In light of criticisms, a growing movement is calling for a rethink of
undergraduate business education. Both critics and proponents are calling
for an educational experience that extends beyond an instrumental approach
that only considers value as defined as career based knowledge.
Undergraduate business education needs to embrace the central tenets of
liberal learning, learning that empowers students and prepares them to deal
with complexity, diversity, and change, by providing them with a broad
knowledge of the wider world as well as in-depth study in a specific area of
interest. This should embrace

 

*	Analytical Thinking: Abstracting from a particular experience to
produce formal knowledge that is general in nature and independent of a
particular context.
*	Multiple Framing: The ability to work with fundamentally different
and incompatible and analytical perspectives to make sense of knowledge.
*	Reflective Exploration of Meaning: The deeper understanding of how
an approach relates to students' values, identities, and how they engage
with the world.
*	Practical Reasoning: The capacity to draw upon knowledge and
intellectual skills to engage concretely in the world by expanding
reflection to deliberate action.

 

An education of this kind would equip students with the skills to draw on a
diverse knowledge base to make sense of the world, their role as citizens of
the world, and business as a societal institution. It would also help
students develop the ability to examine issues from multiple perspectives
and develop into intellectually adventurous, life-long learners. 

 

Adding to the need to rethink undergraduate business education is the
changing landscape of higher education. Professors are facing pressure to
use technology innovatively and efficiently, such as through flipped
classrooms and massive open online courses (MOOC). Students are seeking
educational experiences that integrate different facets of college life,
such as study abroad, service learning, and civic engagement. Administrators
are expected to demonstrate assurance of learning of students while
confronted with increasing budgetary challenges. 

 

In response to these opportunities and challenges, this special issue
solicits submissions that explore issues in undergraduate business education
that include but are not limited to 

 

*	Identifying pedagogies that integrate decision sciences with liberal
learning
*	Examining how decision sciences education is employed to facilitate
life-long learning
*	Exploring the role of technology as a tool to foster innovation and
student engagement
*	Showcasing high impact learning experiences that incorporate
decision sciences with other programmatic components such as undergraduate
seminars, capstone courses, themed semesters, and writing-intensive courses 
*	Demonstrating the potential of decision sciences education for
learning beyond the classroom, such as through study abroad experiences and
externships/internships

 

Submission Deadline: June 1. 2014

 

DSJIE is a peer reviewed publication of the Decision Sciences Institute. Its
mission is to publish significant research relevant to teaching, learning,
and education in the decision sciences - quantitative and behavioral
approaches to managerial decision making. For more details visit
<http://www.dsjie.org> www.dsjie.org.

 

 

Description: Description: Description: Description:
C:\Users\Vijay\Desktop\bannerforeground.jpgVijay R. Kannan, Ph.D.

Editor,  <http://www.dsjie.org/> Decision Sciences Journal of Innovative
Education

email:  <mailto:dsjie.editor at gmail.com> dsjie.editor at gmail.com

 

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