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Academy of Management

2016 MED Division Awards

Peter Mc Namara, MED Chairperson, Maynooth University

At the Management Education and Development division awards ceremony five MED research paper awards were presented, thus recognising the excellence of eighteen researchers, who were co-authors on these papers. Two symposia were recognised with MED awards, representing twelve organisers and presenters from multiple universities. Our best PDW recognised the work of five leaders in the field of management education.

These awards are a recognition first and foremost of excellent scholarship, but also a consequence of the outstanding work that Miguel Olivas-Lujan has done as our MED Program Chair, Paul Hibbert as our PDW Chair, Kim Gower as the MED Research Coordinator, and Barb Ritter as our 2016 MED Chair. Awards were selected through two rounds of review, first by the program reviewers from which Miguel Olivas-Lujan drew up a shortlist and then by the MED Research Awards Review committee, led by Kim Gower. All awards come with a $500 prize and an award plaque.

Our most important awards, were in my view, those to 55 management education researchers whom obtained Outstanding MED reviewer awards. Without reviewers the program could not run. Excellence could not be identified. Most important of all these reviewers advance the field of Management Education and Development research by providing developmental reviews that are help researchers to  improve their papers for future publication.

Please do review each of our awards below. Take the opportunity to read the abstracts of these papers, follow up on ones that inspire you by seeking the full paper from the authors. Above all take this work and implement it in your classroom. Let is shape your approach to teaching. Let it inspire and guide your institution to make meaningful improvements in the education experience of what lies at the heart of all our lives: our students.

 
MED Best Paper in Management Education Award
Sponsor: Organizational Behavior Teaching Society (OBTS) and the Journal of Management Education
Title: "Let’s Be Frank: The Real Improvement in Student Teamwork Effectiveness Following Peer Feedback"
Authors:Monique Domingo, Antoaneta Petkova, Eric Lamm
Abstract: This paper examines student improvement in five dimensions of teamwork effectiveness following detailed peer-evaluation feedback. Using a multi-method study design, they combine the insights from an in-depth qualitative study with formal hypothesis testing using quantitative data. Results show that students’ grade aspirations and prior experience with the peer-evaluation system are positively related to the level of improvement following feedback, whereas the individual midterm peer-evaluation scores are negatively related to the level of improvement. Further, team conflict, interdependence and cohesiveness have different effects on the level of improvement in each dimension of teamwork effectiveness. Findings have some important scholarly and pedagogical implications.
Best Paper in MED
Pictured (left to right): Kim Gower (MED RC 2015-16), Eric Lamm, Monique Domingo, Antoaneta Petkova, and  Barbara Ritter (MED Chair 2015-16)
 
MED Best Paper in Graduate Management Education
Sponsor: Graduate Management Admission Council (GMAC)
Title: "How Exemplary Online Teachers Establish Relational Connections in Online Learning"
Authors: Teri C. Tompkins, Ann E. Feyerherm, Kathryn S. Rogers
Abstract: Because management researchers have conducted relatively little research on instructors and instruction of online education, we use exploratory research in this study in an attempt to explain how exemplary online teachers relate to and instruct students. We focus the purpose of this research on asking and further exploring two questions: “What are the demonstrated behaviors and attitudes of exemplary online teachers?” and “Is the element of human connection also an essential meaningful element of online teaching?” We found that, similar to on-ground exemplary instructors and instruction, there are behaviors and attitudes that exemplary online instructors demonstrate to enhance communication and build meaningful teacher- student connections, however they manifest differently in the online environment. Later, applying Cohen, et al’s (1984) social system conceptual scheme to our qualitative coding scheme, we found components related to instructor’s teaching philosophy, formal systems that support instruction, and adaptations online teachers make to enhance higher levels of interaction. But in most cases these manifested in different ways than would be available to the on-ground professor.
Best Paper GME
Pictured (left to right):  Kim Gower, Teri Tompkins, Ann E. Feyerherm, and Barbara Ritter
 
MED Global Forum Best Paper
Sponsor: Innovative Learning Solutions. For best paper that creates the opportunity to address global issue(s) (universal or broad topic: applicable to all) of significance to management education and/or development.
Title: "Key Institutions and Discipline Area Competencies in Business and Management Education Research"
Authors: Charles J. Fornaciari, J. B. Arbaugh, Carlos J. Asarta, Regina F. Bento, Alvin Hwang, Kathy Lund Dean.
Abstract: Business and management education (BME) research is largely fragmented across disciplinary silos, which is problematic for educational practice and research, and hinders the ability of scholars, administrators, and institutions to respond to different stakeholders. This study is arguably the first to examine institutional productivity across the BME research field as a whole, as well as within all its major disciplinary subareas. After a brief review of existing institutional studies of single-discipline BME research, we report and discuss our analysis of 4,464 BME articles published over a 10-year period (2005 through 2014) by approximately 1,900 schools worldwide, involving 9,612 authors. In a methodological innovation, we identify and rank institutional productivity in BME research not only on the basis of raw number of articles, but also in terms of a weighted quality score reflecting journal status. A comparison of our weighted and non-weighted lists indicates differing institutional research philosophies. Institutional rankings in the Top 100 list for overall BME research and the Top 10 lists within each of major BME disciplinary subfields indicate institutional diversity in excelling in broad versus discipline-focused BME research. Our results reveal that most BME research is conducted in AACSB-accredited schools in the United States and dispel the myth that R1 and R2 schools in the Carnegie classification are not interested in BME research.
Global Forum Best Paper
Pictured: Kim Gower, J. B.  Arbaugh, and Barbara Ritter
 
MED Junior Faculty Best Paper Award
Sponsor: SAGE/Journal of Leadership and Organizational Studies Junior Faculty Best Paper Award for the most significant contribution to management education by a Junior Faculty authorship team (all earned doctorates since 2007 or working on it).
Title: "The Sustainable Mindset: Connecting Being, Thinking, and Doing in Management Education"
Authors: Kerul Kassel, Isabel Rimanoczy, Shelley F. Mitchell
Abstract: The authors present a novel definition and model of ‘Sustainability Mindset’ that can help educators frame curricula to facilitate broad and deep systemic learning among current and future leaders. A Sustainability Mindset is intended to help individuals analyze complex management challenges and generate truly innovative solutions. The Sustainability Mindset breaks away from traditional management disciplinary silos by integrating management ethics, entrepreneurship, environmental studies, systems thinking, self- awareness and spirituality within the dimensional contexts of being (values), thinking (knowledge) and doing (competency). We first review related literature, then propose a definition and model, exploring the content areas and dimensions of the proposed mindset, and finish by reflecting on how educators are facilitating this mindset in the context of management education and leadership development.
Junior Faculty
Pictured (left to right): Kim Gower, Kerul Kassel, Shelley Mitchell, Isabel Rimanoczy, Barbara Ritter
 
Barry Armandi Award for Best Student Paper in Management Education and Development
Sponsor: MED and Barry Armandi Memorial Fund
Title: "Analyzing the Effects of Teaching Approach on Engagement, Satisfaction and Future Time Perspective"
Authors: Joshua Ervin LeBlanc, Ruben Burga, and Davar Rezania
Abstract: Sensationalist media attention to corporate corruption and scandal has led to increased attention on the educational system preparing tomorrow’s managers and senior executives for the workplace. Despite growing interest in corporate social responsibility (CSR) at both student and institutional levels, there exists a dearth of empirical research into how to best incorporate CSR into university education. This study explores the effects of student future time perspective orientation (SFTPO) on levels of student engagement and satisfaction throughout a 12 -week course on CSR. Through the manipulation of pedagogical focus (content versus application) in a traditional face-to-face learning environment, we illustrate the dynamic nature of student SFTPO within a contextually specific domain. Multiple regression analyses testing for both individual level effects (age, gender, reason for taking the course, etc.) and learning environment effects (pedagogical focus) find lengthier SFTPO to predict greater levels of student engagement. While lengthier SFTPO predicts greater amounts of study time and deep learning strategies, it does not predict student satisfaction. Tests for indirect effects reveal that the influence of pedagogical focus on the relationships between SFTO, student engagement and satisfaction, depend on length of exposure to CSR. Study limitations and future research directions are discussed.
Armandi Award
Pictured (left to right: Kim Gower, Joshua LeBlanc, Ruben Burga, and Barbara Ritter
 
Best Symposium in Management Education and Development Award
Sponsor: McGraw Hill/Irwin
Title: "New Frontiers in Coaching Research"
Authors: Ellen Brooks Van Oosten, Angela M. Passarelli, Richard E. Boyatzis, Scott N. Taylor, Andromachi Athanasopoulou, Sue Dopson, Darren Good, Claudy Jules
Abstract: Coaching grows rapidly as an industry and practice but what we know from research lags further. What we have learned from research has only begun to inform us as to what constitutes an effective coach, the outcomes of coaching, or the degree to which coaching brings about behavioral change in those coached. In this symposium we bring together presenters whose work encourages new frontiers in coaching research with a format inviting both scholars and practitioners to join together to explore those frontiers. Our presenters’ papers explore (1) the need to better understand coach competence, (2) the process of coaching, and (3) the outcomes of coaching. We invited a scholar who conducts research on coaching and an experienced consultant and coach to serve as our discussants. They provide their unique perspectives to the papers presented and lead the discussion.
Best Symposium in MED
Pictured (left to right): Kim Gower, EllenVan Oosten, Scott Taylor, Andromachi Anthanasopoulou, Richard Boyatzis
 
Global Forum Best Symposium in Management
Sponsor: MED Division, Award for the symposium that best creates the opportunity to address global issues of significance to management education and/or development. The Careers Best Symposium Award Finalist
Title: "Academic Careers in Management: What Have We Got Ourselves Into?"
Authors: Eden King, Michael Brian Cohen, Tine Koehler, Jon Billsberry
Abstract: Academia has changed over the last decades and so have academic careers. The papers in this symposium discuss important factors that influence career success in the three main areas of academic job requirements, i.e., research, teaching, and service. The topics under evaluation include student evaluation of teaching and its impact on teaching quality and instructor well-being, shortcomings in the development and preparation of doctoral students and junior faculty members, the importance of professional service engagement, and the influence of important events and achievements on academic career success. We draw connections between the context of academic work today and specific career outcomes. This symposium will have important implications for research on careers and important practical implications for our discipline and the lives of the people in our community.

"Evaluating the Advice That We Give to the Pre-Tenure Community", Presenter: Jose M. Cortina, George Mason U

"Is Journal Reviewing Good for You? Outcomes of Professional Service Activities for Academic Careers", Presenters: Tine Koehler The U. Of Melbourne, Jon Billsberry Deaking U., Michael Brian Cohen Deakin

"The Influence of Student Evaluations on Teach Behaviours and Well-Being", Presenter: Dirk C. Moosmayer, The U. of Nottingham, China

"The Shocking Truth: The Role of Career Shocks", Presenters: Maria Kraimer U. of Iowa, Scott Seibert U. of Iowa, Lindsey M. Greco Oklahoma State U., Leisa D. Sargent, UNSW Australia

Global Forum Best Symposium
Pictured (left to right):  Barbara Ritter, Jon Billsberry, Tine Koehler, Michael Cohen, and Kim Gower
 
Best Professional Development Workshop
Sponsor: ASFOR, the Italian Association for Managerial Formation
Title: "Towards Business School 2.0: Online Models for Management Education"
Authors: Juan Andrei Villarroel, Danica Purg, Chuck Eesley, Daniel Szpiro, Arshad Ahmad
Abstract: We are inviting a panel of highly renowned leaders of change in the emergent field of “online management education” to explore the structure and dynamics surrounding a new generation of higher education organizations that transcend geographic, social, and economic boundaries in radical ways. The panel brings different stakeholder perspectives of this emergent ecosystem (from small and large education institutions, and from across many countries), and offers unique insights from initiatives that challenge the status-quo. As a result, a series of interactive discussions will offer a multi- faceted perspective around the “Business School 2.0” concept. Our panelists will unveil their perspectives around this concept, and altogether we will seek to converge on a set of propositions on the new opportunities (academic, economic, social, technical) for management education relative to the solely campus-based business school. The panelists will build on their complementary experiences to engage the PDW participants from their own perspective on the “new sources of value” (and corresponding challenges) in the emergent ecosystem associated with the concept. Our PDW should bring to the Academy an informed intellectual exchange on the key success factors rooted in practice that should benefit our quest for better models for management education.
Best PDW
Pictured (left to right): Barbara Ritter, Juan Andrei Villarroel, Chuck Eesley
 
MED Best Reviewer Awards
Also recognized during this annual Awards and Business Meeting were the following Best Reviewer Awardees: J. B. Arbaugh, Jaime Andrés Bayona, Joy Beatty, Gerard Beenen, Alan T. Belasen, Jon Billsberry, Marcelo de Souza Bispo, Brian D. Blume, Kay Bunch, Rebecca M. Chory, Philip A. Cola, Cynthia S. Cycyota,  Don Doty, Daniel M. Eveleth, Jeanie Mannheimer Forray, Steve Gove, Anne Graham, Danna Greenberg, Hakushi Hamaoka,  Ciaran Heavey, Paul Hibbert,  J. Laura Frost, Thomas F. Hawk, Sabine Hoidn, Duane Hoover, Darlene Joy Alexander-Houle, John F. Hulpke, J. Kay Keels, Kerttu Kettunen, Rita Kowalski, Arthur LaMan, Opal Leung, Vance Johnson Lewis, Shirley M. Mayton, Rosemary Maellaro,  Peter McNamara,  Michele N. Medina, Frank Novakowski, James G. Pesek, Daniil Pokidko, Ruslan Ramanau, Heather Ranson, Dan Richards, Hector O. Rocha, Olga Ryazanova, Svetlana Serdyukov, Rita J. Shea-Van Fossen, Sheldene K. Simola, James C. Spee, Marilyn L. Taylor, Gislaine Cristina dos Santos Teixeira, Daniela C. Truty, Otmar E. Varela, Beth Woodard, and April Lee Wright.

Four factors were used to identify our best MED reviewers: (1) Submitters’ assessments of quality of feedback, (2) Tone and usefulness of review, (3) Willingness to perform emergency reviews, and (4) Program Chair’s assessment of these three and collegiality in the review. The importance of peer reviews cannot be understated; please sign up to review for MED in 2017 and contribute to strengthening our discipline!

 

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