Educational Innovation in Economics and Business III

1. Front Matter

   Pages i-xix

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2. Bridging Academia and Business

   1. Front Matter

      Pages 1-1

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   2. Setting the Parameters for Training

      • Nancy J. Fellows, Rose J. Setze

      Pages 3-20

   3. Joint Ventures in Management Development

      • Don Keithley, Tom Redman

      Pages 21-36

   4. The Future of Economics

      • Joseph G. Nellis

      Pages 37-49

   5. Roles of Economics in Business and Management Education

      • Brendan K. O’Rourke

      Pages 51-63

   6. The Action Learning Partnership (ALPS®) Model

      • David Poole, Ian D. Thomas

      Pages 65-75

3. Restructuring Single Courses or Focused Approaches

   1. Front Matter

      Pages 77-77

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   2. Group Dynamics and Unconscious Organizational Behavior

      • Kim James, Michael Jarrett, Jean E. Neumann

      Pages 79-98

   3. Organization-As-Classroom Approaches to Management Education

      • Gordon W. Meyer, Michael J. Gent

      Pages 99-113

   4. Longitudinal Assessment of Case-Based Teaching in the Required Undergraduate Cost Accounting Course

      • David E. Stout, Thomas Monahan

      Pages 115-129

   5. The Delivery of Accounting in the Problem-Based Learning Environment

      • David P. Kirch, Gerard Carvalho

      Pages 131-143

4. Undergraduate Learning Methods

   1. Front Matter

      Pages 145-145

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   2. Learning Across Functional Silos

      • Todd A. Watkins, John B. Ochs, Berrisford W. Boothe, Heather Beam

      Pages 147-167

   3. Business 20/20: Ohio University’s Integrated Business Core

      • Valerie S. Perotti, Patricia C. Gunn, John C. Day, Garth Coombs

      Pages 169-188

   4. Project-Based Learning in Leisure Management Training

      • Alan Johnson, Tim Snaith

      Pages 189-211

   5. The Postmodern Challenge to 16–19 Business Education in the United Kingdom

      • Carlo Raffo, Justin O’Connor, Andy Lovatt

      Pages 213-227

   6. A Collaborative Approach to Improving Students’ Critical Thinking on Business Undergraduate Courses in the UK and US

      • Neil Harris, Diana Lawson, Adam Palmer

      Pages 229-245

5. Graduate Learning Methods

   1. Front Matter

      Pages 247-247

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   2. The Problem Solving Buffet

      • Asaf Zohar, Catherine Middleton

      Pages 249-265

Almost thirty years ago a friend involved in the education profession told me that in his estimation much more was "caught" by students outside of classrooms than was "taught" within those hallowed walls. This statement has stuck with me through years of personal schooling, working as a high school teacher, working in management, serving as a management consultant and trainer, and facilitating learning on university campuses across the US, eastern Europe, and Asia. Learning by doing is certainly something most people have experienced. But the fact that there is more opportunity to learn more things today as never before (with knowledge doubling every 20 months) makes learning by doing more complicated. As organizations move to respond to the rapid changes in their environments, people within those organizations must face the uncertainty and ambiguity that comes with such conditions. The one thing most futurists agree on is that the future will be very different than the present. Exponential change has become commonplace. Companies used to worry about redefining their goals and specific describing their place in an industry. Today, in order to survive, they must be constantly addressing the issues inherent in redefining their industries.

• Innovation
• accounting
• economics
• education
• joint venture
• learning
• management
• multimedia
• organization
• restructuring
• learning and instruction

• College of Business, Ohio University, Athens, USA

  Richard G. Milter, John E. Stinson

• Department of Educational Development and Educational Research, Faculty of Economics and Business Administration, University of Maastricht, Maastricht, the Netherlands

  Wim H. Gijselaers

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