Educating Managers through Real World Projects

Edited by:
Charles Wankel, St. John's University, New York
Robert DeFillippi, Suffolk University

A volume in the series: Research in Management Education and Development. Editor(s): Agata Stachowicz-Stanusch, Canadian University Dubai. Wolfgang Amann, HEC Paris. Hamid H. Kazeroony, North-West University Business School.

Published 2005

Innovative learning projects in management education and development are discussed in the frame of cutting-edge theory and salient practice. Learning projects are defined as educationally directed activities involving out-of-classroom action settings complemented by student and/or instructor directed reflection on the links between theory and practice. Chapters are grounded in relevant theory, empirical research and examples of best practice for a wide variety of real world management education projects. Contexts include both university and corporate-based management education and development. Topics span action learning, exper-iential learning, student consulting projects, service learning, reflective practice, internships as learning vehicles, and web-based learning through projects. Extensive opportunities are being recognized for more tightly and productively integrating the normal work of managers with their education.

Editorial Review Board. List of Contributors. Real World Projects and Project-Based Learning Pedagogies. Robert DeFillippi and Charles Wankel. Section I: Consulting Projects. Wharton’s Global Consulting Practicum: Interdependence, Ambiguity and Reflection. Patricia Gorman Clifford, Jane Hiller Farran, and Leonard Lodish. Project Based International Business Consulting. C. Patrick Fleenor, Peter V. Raven, and Jerry Ralston. Real Real World Projects. Mats Lundeberg and Pär Mårtensson. Managing Divergent and Convergent Focus of Learning in Student Field Projects. Susan Adams. Section II: Service Learning Projects. Educating Managers through Service Learning Projects. Karen Ayas and Philip Mirvis. Real World Transfer of Professional Knowledge: A Modification to Internship Learning. Jan Brace-Govan and Irene H. Powell. Creating Actionable Knowledge: Experimenting with Service Learning in a Corporatist Nonprofit Regime. Judith van der Voort, Lucas C.P.M Meijs, and Gail Whiteman. Section III: Action Learning. Action Learning as a Vehicle for Management Development and Organizational Learning: Empirical Patterns from Practice and Theoretical Implications. Lyle Yorks. Action Learning for Management Development: Lessons from a Leadership Development Programme. Richard T. Harrison and Claire M. Leitch. The Manchester Method: A Critical Review of a Learning Experiment. Tudor Rickards, Paula J. Hyde, and K. Nadia Papamichail. A Management Education Model for Bridging the Academic and Real World. Eugene Baten, David Fearon, and Cheryl Harrison. Section IV: A Potpourri of Project-Based Practices and Perspectives. Work Embedded eLearning. Paul Shrivastava. Problem-Based Learning Approaches to Management Education. Oon-Seng Tan. Business Plan Competitions: Vehicles for Learning Entrepreneurship. Malu Roldan, Asbjorn Osland, Michael Solt, Burton V. Dean, and Mark V. Cannice. The Role of the Student in Project Learning. Timothy C. Johnston. Assessing Performance in Projects from Different Angles. Marjolein van Noort and Georges Romme. Editors’ Brief Biographies