David Limerick

The Relationship between Andragogical and Pedagogical Orientations and the Implications for Adult Learning

Current literature suggests that the relationship between andragogy and pedagogy is based on a continuum. This study found that the relationship of andragogical and pedagogical orientations, measured by the Students Orientation Questionnaire, is more correctly represented as being oithogonalorat right angles to each other. Such an orthogonal relationship reflects the complexities involved in adult learning. The paper discusses implications for both the learning process and for future research.

A Winning Relationship: Managing the Student-Company Learning Interface

Managers emphasize that the critical skills and abilities required for effective management are holistic, empathetic, and action oriented and urge that management education include opportunities for more live process or hands-on exposure. This article addresses the nature of interaction-learning projects involving live natural organizations and advocates an enlarged concept of the learning arena to include four stakeholders: the students, the instructor, the contact person, and the organization. Differing expectations and role responsibilities for each stakeholder are identified. Specific suggestions are generated to help instructors manage the learning experience so that each stakeholder achieves a positive outcome.

Debating the Issue: Increasing Understanding of the "Close Calls" in Organizational Decision Making:

The phrase, &dquo;It all depends,&dquo; is one of the most ubiquitous terms used in the field of organizational behavior. Of course, the reality we face as OB instructors is that many of the concepts and theories we are trying to get across to our students are complex and multifaceted (Astley & Van de Ven, 1983). Much of the time, there is no &dquo;one best way&dquo;-no clear-cut answer, and potential paths of action may involve complex trade-offs between the advantages and disadvantages of various alternatives (Bartolome, 1988). Students may be inclined to give up on a topic, to give it a cursory glance and thus miss the subtleties, or if pressed to internalize it, they will sometimes take a dogmatic position based on a lack of deep understanding of and empathy for the issue involved.

Management Development: A Look to the Future

Current management development techniques are obsolete. The West has passed through three eras ‐ those of the classical model, the human relations model, and the systems model. The authors, after a research study involving the CEOs of 50 major Australian organisations, believe that organisational thinking is taking a new direction. Development techniques are moving towards more holistic, empathetic, culture‐sensitive technology. The nature of the fourth “blueprint” is analysed, and the managerial competencies it will demand are outlined.