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</o:shapelayout></xml><![endif]--></head><body lang=EN-US link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><b><span style='font-size:12.0pt;background:white'>Call for Papers<o:p></o:p></span></b></p><p class=MsoNormal><b><span style='font-size:12.0pt;background:white'><o:p> </o:p></span></b></p><p class=MsoNormal><span style='background:white'>Decision Sciences Journal of Innovative Education: Special Issue </span><span style='font-size:12.0pt;background:white'>on ‘<span style='color:#222222'>Rethinking Undergraduate Business Education: In the Classroom & Beyond’ (</span></span><a href="http://dsjie.org/Portals/0/Users/Vijay/Content/Rethinking_Undergraduate_Education.pdf"><span style='color:windowtext'>Rethinking Undergraduate Business Education: In the Classroom and Beyond</span></a>)<span style='font-size:12.0pt;color:#222222;background:white'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;color:#222222;background:white'>Guest Editors: Lynn Perry Wooten, University of Michigan, Joy Oguntebi, Rochester Institute of Technology<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;color:#222222;background:white'><o:p> </o:p></span></p><p class=MsoNormal><b><i><span style='font-size:12.0pt'>Motivation and Background</span></i></b><b><i><o:p></o:p></i></b></p><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'>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<span style='color:black;background:white'>. 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. </span><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'>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, <span style='background:white'>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<o:p></o:p></span></span></p><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p><ul style='margin-top:0in' type=disc><li class=MsoNormal style='mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>Analytical Thinking: Abstracting from a particular experience to produce formal knowledge that is general in nature and independent of a particular context.<o:p></o:p></span></li><li class=MsoNormal style='mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>Multiple Framing: The ability to work with fundamentally different and incompatible and analytical perspectives to make sense of knowledge.<o:p></o:p></span></li><li class=MsoNormal style='mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>Reflective Exploration of Meaning: The deeper understanding of how an approach relates to students’ values, identities, and how they engage with the world.<o:p></o:p></span></li><li class=MsoNormal style='mso-list:l1 level1 lfo1'><span style='font-size:12.0pt'>Practical Reasoning: The capacity to draw upon knowledge and intellectual skills to engage concretely in the world by expanding reflection to deliberate action.<o:p></o:p></span></li></ul><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'>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. <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'>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. <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'>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 <o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'><o:p> </o:p></span></p><ul style='margin-top:0in' type=disc><li class=MsoNormal style='mso-list:l0 level1 lfo2'><span style='font-size:12.0pt'>Identifying pedagogies that integrate decision sciences with liberal learning<o:p></o:p></span></li><li class=MsoNormal style='mso-list:l0 level1 lfo2'><span style='font-size:12.0pt'>Examining how decision sciences education is employed to facilitate life-long learning<o:p></o:p></span></li><li class=MsoNormal style='mso-list:l0 level1 lfo2'><span style='font-size:12.0pt'>Exploring the role of technology as a tool to foster innovation and student engagement<o:p></o:p></span></li><li class=MsoNormal style='mso-list:l0 level1 lfo2'><span style='font-size:12.0pt'>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 <o:p></o:p></span></li><li class=MsoNormal style='mso-list:l0 level1 lfo2'><span style='font-size:12.0pt'>Demonstrating the potential of decision sciences education for learning beyond the classroom, such as through study abroad experiences and externships/internships<o:p></o:p></span></li></ul><p class=MsoNormal><span style='color:#222222;background:white'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;color:#222222;background:white'>Submission Deadline: June 1. 2014<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt;color:#222222;background:white'><o:p> </o:p></span></p><p class=MsoNormal><span style='font-size:12.0pt'>DSJIE is a peer reviewed publication of the Decision Sciences Institute. Its mission is to publish significant research relevant to <span style='background:white'>teaching, learning, and education in the decision sciences - quantitative and behavioral approaches to managerial decision making. For more details visit <a href="http://www.dsjie.org"><span style='color:blue'>www.dsjie.org</span></a>.<o:p></o:p></span></span></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal style='line-height:13.5pt'><!--[if gte vml 1]><v:shapetype id="_x0000_t75" coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f" stroked="f">
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