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  • Cited by 6
  • Cited by
    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Sheehan, Norman T. 2008. Enticing Employees to Lie: Using Role Play to Understand and Mitigate Unintended Consequences of Budgeting*. Accounting Perspectives, Vol. 7, Issue. 2, p. 165.

    Haskins, Mark E. and Shaffer, George R. 2008. In want of a needs analysis: getting to a management program's content and initial design. Development and Learning in Organizations: An International Journal, Vol. 22, Issue. 2, p. 15.

    Schmidt-Wilk, Jane 2010. Signature Pedagogy: A Framework for Thinking about Management Education. Journal of Management Education, Vol. 34, Issue. 4, p. 491.

    Kitiashvili, Anastasia 2014. Teachers’ attitudes toward assessment of student learning and teacher assessment practices in general educational institutions: The case of Georgia. Improving Schools, Vol. 17, Issue. 2, p. 163.

    González-González, Ines and Jiménez-Zarco, Ana Isabel 2014. E-Learning 2.0 Technologies and Web Applications in Higher Education. p. 171.

    Posthuma, Richard González-Brambila, Claudia Fowler, Denver J. Al-Riyami, Said Larraza, Martin and Larraza, Martin 2017. A comprehensive model of management education for Latin America: learning constructs, instructional techniques, and outcomes. Management Research: Journal of the Iberoamerican Academy of Management, p. 00.

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Book description

How can every management class be a dynamic, unforgettable experience? This much-needed book distils over half a century of the authors' combined experience as university professors, consultants, and advisors to corporate training departments. In a lively, hands-on fashion, it describes the fundamental elements in every learning situation, allowing readers to adapt the suggestions to their particular teaching context. It sparks reflection on what we do in the classroom, why we do it, and how it might be done more effectively. The chapters are broadly organized according to things you do before class, things you do during class, and things you do in between and after class, so that every instructor, whether newly-minted PhDs facing their first classroom experience, experienced faculty looking to polish their teaching techniques, consultants who want to have more impact, or corporate trainers wishing to develop in-house teaching skills, can benefit from the invaluable advice given.

Reviews

‘I have never understood why the academic world does so little to prepare new faculty members for the most important work they do - teaching. The many insights in this book are gleaned from a career in education and from imparting it to new faculty at the Darden School - known for outstanding educators - and we should all be grateful that so much wisdom has at last been codified.’

Allan R. Cohen - Edward A. Madden Professor and Director of Corporate Entrepreneurship, Babson College

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