John D. Bigelow
Boise State University
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Journal of Management Education | 2004
John D. Bigelow
This article describes my efforts to improve student skills in solving unstructured problems in a junior-level undergraduate business course by employing a problem-based learning (PBL) design. A rationale for adopting a PBL approach for this course is articulated. A 7-step problem-solving model is then presented. The course’s design is described, including its learning outcomes, PBL projects, associated learning activities, and methods of assessing learning. Finally, student reactions and evidence of learning are discussed. The article concludes by raising a related issue: If graduates possess skills in solving unstructured problems, will businesses be receptive to their use?
Journal of Management Education | 1999
John D. Bigelow
This article explores the suitability of the current online medium as an organizational behavior (OB) learning environment. Six differences between classroom and online medium are identified, concerning (a) the ways people communicate, (b) team dynamics, (c) access to Internet, (d) suitability for self-managed learning, (e) class diversity, and (f) ease in using computer-assisted learning. The impact of these differences when moving typical OB learning activities from the classroom to an online medium is discussed. The article concludes that although some activities may be better conducted in a face-to-face environment, most carry over well to an online medium, and for some areas, online may well be the medium of choice.
Journal of Management Inquiry | 1992
John D. Bigelow
Current university and on-the-job learning programs for managers seldom address managerial wisdom. Yet a number of authors point to the importance of wisdom in the management of a firm. This article identifies the changes that occur in a person as he or she becomes wiser; it also presents a model of the process of becoming wise. Implications for university education and in-house development of managerial wisdom are discussed.
Journal of Management Education | 1999
John D. Bigelow; Joseph Seltzer; William Van Buskirk; James C. Hall; Susan M. Schor; Joseph E. Garcia; Kenneth S. Keleman
Business schools across the country have demonstrated an increasing interest in teaching management skills in undergraduate and graduate programs. This article describes four models for skills courses based on existing courses. It includes for each course (a) an overview, (b) a statement of philosophy and pedagogy, (c) unique features, and (d) facilitator and student responses. The four models are then discussed as a group, and issues related to skill learning are raised.
Journal of Management Education | 1995
John D. Bigelow
Author’s Note: Requests for reprints should be sent to John D. Bigelow, Management Department, Boise State University, 1910 University Drive, Boise, Idaho 83725. We have seen a surge of interest in incorporating managerial skill learning into university settings. The reasons for this are not hard to identify: repeated criticisms by employers of the inadequate skills of university graduates, revisions in American Assembly of Collegiate Schools of Business (AACSB) accreditation standards to increase responsiveness to constituents, and a downward trend in business college enrollments. One indication of the seriousness of these efforts is that during the last 5 years, we have seen the number of university skills texts increase from 1 to 10, with additional works
Journal of Management Education | 1996
John D. Bigelow
Experienced management skill teachers are a valuable but largely untapped source of knowledge about skill teaching, and there can be considerable validity to their knowledge. In this study, 24 experienced managerial skills teachers raise and discuss issues associated with the teaching of managerial skills. Insights are provided into 10 skill-learning issues: describing skills, developing an understanding of skills, teaching in a time-limited course, lifelong learning, orienting learners, the learning process, overcoming learner learning obstacles, qualities needed by teachers, assessing learning accomplishments, and absolute versus relative scoring.
Journal of Management Education | 1983
John D. Bigelow
For the past four years, I have been developing a managerial course focusing on &dquo;action skills.&dquo; I am excited by the potential of this approach, even though there is a great deal to learn about how to implement it. Still, in looking at the portfolio of materials I’m using in my managerial skills course this semester (and the overstuffed resource folders taking up too much space in my file cabinets), I see the distance traveled since I started tinkering in this area. It is my learning from classroom trial and error that I would like to share in this article. In teaching a skills course, the following questions have repeatedly come up:
Journal of Management Education | 1983
John D. Bigelow
An advertising blurb for a recent film stated that &dquo; ... going to school can be an education in itself!&dquo; This statement succinctly identifies the dual nature of learning in an institution. On the one hand, there is the formal, intended learning provided by the institution. On the other hand, there is learning which takes place simply from the experience of participating in an educational
Journal of Management Education | 1986
John D. Bigelow
use of computers in business, as well as in business education. The diffusion of microcomputers into these areas, however, has been uneven. While one sees a great deal of computer use in the quantitative business disciplines, such as accounting, finance, and operations research, much less has been done in the qualitative areas, such as management, organizational behavior, organizational theory, and personnel. It has been only very recently-virtually a couple of years-that this situation has begun to change, and we have begun to see computer applications pertinent to the qualitative areas of
Journal of Management Education | 2004
John D. Bigelow
As an efficient means for practicing interpersonal skills, triads are used in many management courses. Skill development requires practice by undergoing not just one, but a series of exercises. The learning value of the series is contingent on the variety of exercises, and this is provided by variations in the exercise scenarios and by scheduling strangers together in triads. Scheduling a series of stranger triads, however, is not a simple matter. This article describes a scheduling method that can be used in face-to-face and online courses. Several scheduling contingencies are discussed.