Edited by Stuart Allen, Kim Gower and Danielle K. Allen
Michael J. Urick
This chapter comes from administrative experience directing a new online graduate program, in the hope that some of the experiences and lessons might lead to new ways of thinking about moving traditional face-to-face academic programs online. This chapter presents a brief history of the program, some of the major challenges encountered as the program team moved classes online, as well as a number of successes. The final part of this chapter is reflective in nature as it presents lessons learned and what might be done differently in moving a program online.
Mairead Brady, Martin R. Fellenz and Ann Devitt
This chapter reports on the lessons drawn from a multi-year action research project implementing an online simulation for assessment purposes in undergraduate and graduate management classes. The project adopted an Assessment for Learning (AfL) approach to integrate this educational technology into the instructional practices. The key lessons drawn from this project include insights regarding: the mismatch between expectations and outcomes; the workload implications of adopting best educational practice; the tensions between educational objectives and resource requirements; the dearth of available case studies and empirical-based guidance for educational technology adoption of this kind; and the developmental challenges for instructors implementing technology for assessment. Ultimately the technology adoption was successful for both instructor and students but required a transformation in the educational practices of the instructor as well as in the engagement model for students.
John L. Graham
In the past four decades, the importance of international trade has burgeoned, from 17 percent of world gross domestic product to over 37 percent now. The academic literature on international commercial negotiations has not kept up. This chapter begins with a brief review of the extant literature on the topic of international business negotiations. It describes the methods used in our laboratory studies of negotiation behaviors, processes and outcomes in 22 countries. This is followed by applications of two advances in measurement, linguistic distance and facial expression coding technologies. It continues with a discussion of qualitative approaches that include methods focused on emic (versus etic) interpretation. The chapter closes with a third theory of negotiation, one that goes beyond the American views of competitive and integrative bargaining theories, and one that emphasizes relationships over agreements and the search for mutual opportunities over problem solving.
Edited by Hugo Letiche, Stephen A. Linstead and Jean-Luc Moriceau
‘Its magic’ has undergone varied and complex investigation in this book. The ‘white magic‘ of business creativity and innovation may not be all that innocent after all; ‘white noise’ can be portrayed as the deafening surge of the jet engine. Likewise, economic globalization and welfare may more be forms of ‘black magic’ than of rationality and progress. We cannot do without practices of magic: identification with the Other, the sense of belonging, ethical awareness, all require a jump from the one level to the other, from the individual to the social, from the physical to the mental. Practices of intentionality – the technics of relationship and involvement, all require linkages of ‘occasionalism’ – that is, bonds that are more than simply rational. Finding a way to create community, or address the Anthropocene, requires magic. The book concludes with a story of George Hunt / Quesalid one man with two identities, perhaps ‘beings’. Magic and the study of magic is inter-relatedness as essential and problematic.
The chapter addresses the following topics: writing cases suitable for online teaching and transforming existing cases for online delivery; and finding and selecting cases for teaching online. The chapter is based upon informal survey and conversations with case teaching practitioners engaged in writing and teaching with cases in online environments. It is practitioner facing and shares existing and emerging best practice in delivering the case method online. Case writing demands an equivalent understanding of the online medium as a teaching and classroom environment. The chapter also addresses the nature of teaching online, the benefits and challenges of the online classroom, and how the case method is challenged and may be adapted for effective delivery online.
Paz Fernández de Vera
This chapter brings to life the authentic passion that Paz Fernández de Vera has directed to changing the lives of her students through the development of authentic EE experiences. Embracing the multiple variables that accompany learners, teachers and schools, de Vera brings to life the VET experiences of her students. The importance of both teacher and students moving on from pretending to participate in learning is a highlight of this chapter. This is where the authentic approach of de Vera is most evident. The candor as to the direction and current and future timing of her students’ learning is to be commended, for this is an issue central to challenge of being an entrepreneur.
This is a study of Artaud’s dissolute magic; that is, of passion and revulsion, depraved physicality and spiritual obsession. Artaud was at once profoundly Catholic and fundamentally apostate. His Catholicism has to do with the magic of the body and the spirit of the flesh. He was possessed by the Catholic imagery of purity versus revulsion, and of sexuality enmeshed in anxiety. His drama is one of angoisse for thinking the body, experiencing sensuality, and knowing oneself to be flesh. The horror of the prisoner abuse of Abu Ghraib or the sadomasochism of the film The Passion of Christ are contemporary outings of the same attraction and revulsion that is characteristic of Artaud. His, is religious magic as tormented, compulsive, and terrifying. Its absurdity is reproduced in everything from the cult of Elvis to roadside memorials to motor accidents. Magical and tormented mysteries, minor and major, truly are all about us.
Alex Maritz presents the argument that entrepreneurs need grit, and EE has a major role to play in its development. Bringing a wealth of corporate and entrepreneurial experience to EE, Maritz operates at the intersection of current ideas and his students’ immediate futures. At this place, theory for theory’s sake will not suffice. Maritz describes a range of learning processes that correspond to several types of grit to build a strong argument for the essential nature of one’s grit in the process of learning by doing. Beyond developing his arguments, Maritz pragmatically acknowledges the challenges to developing grit, both in terms of student perceptions and institutional norms.
Aljosha Karim Schapals
Automated journalism, or robo-journalism, is a relatively novel, but growing phenomenon in which journalistic texts are created based on set and clearly defined algorithms. Such output requires clean, structured and reliable data to safeguard the accuracy of the generated text. At this stage in its evolution, the use of automated journalism in newsrooms is still somewhat limited to sports and financial news. However, given the increased sophistication of the technology, future uptakes are to be expected. This shift raises pressing questions for journalistic accountability, ethics and transparency, and has led to concerns about the future of journalistic work if human journalists are potentially replaceable in beats prone to automation. This chapter discusses the value of artificial intelligence for the creative economy, and journalism in particular, and provides an evidence-based assessment for such predictions. It further contributes topical insights into the future of a creative industry characterised by precarious employment patterns.