Teaching Methods in Business Series
Series Editors: Drs Jeanie Forray (Western New England University, US), Jennifer Leigh (Nazareth College, US), and Sarah Wright (University of Canterbury, NZ)
The editors of this forthcoming book series invite expressions of interest from individuals who wish to author/co-author one of the planned volumes as described below. Prospective authors should be business academics or corporate trainers with a strong background in business education and active learning pedagogy. Potential authors are invited to discuss their interest and credentials with one of the series editors: Dr Jeanie Forray ([email protected]), Dr Jennifer Leigh ( [email protected]) or Dr Sarah Wright ([email protected]). Selected authors will contract for their volume directly with the publisher with respect to due dates and compensation.
Edward Elgar Publishing (http://www.e-elgar.com/) is a leading international academic and professional publisher with a strong focus on business management, economics, law, and social sciences. Edward Elgar publishes 350 titles annually and has successfully created a prestigious list of over 5,500 titles. For more information, see https://www.e-elgar.com/about/edward-elgar-publishing-reputation.
Business education encompasses a wide range of disciplines with all faculty expected to teach effectively within their discipline. The Teaching Methods in Business series provides - in short, targeted, and immediately useful volumes - practical information about engaged classroom techniques for the business classroom. Each volume describes a specific teaching method within its theoretical framework and historical roots in business education, and includes examples of how the method may be implemented, how the method meets the needs of particular learners in specific ways, the method’s strengths and challenges, and a list of annotated references drawn from pedagogical journals in business. The series is designed to serve as a practical resource for business educators at all levels of experience from doctoral students in their first teaching assignment to experienced full-time faculty looking to refresh or expand their teaching repertoire. The series is also a resource for adjunct instructors, libraries and university teaching centers.
Action Research Projects
Computer Simulations & Gaming
Classroom as Organization
Experiential Exercises – In the Classroom
Experiential Exercises – Outside the Classroom
Group Discussion (Small and Large)
Journals & Individual Reflection
Role Play Simulations
Service and Community-Based Learning
INDIVIDUAL VOLUME TEMPLATE
Introduction (3000 words – written by series editors)
Who should read this book (audience, broadly described), how to read the book (design and purpose of series), structure of the volume (preview of volume structure and chapters)
Chapter 1 - Conceptual/Theoretical Frame (15,000-20,000 words)
Literature review and discussion of active learning concepts. Includes specific attention to the method within an active learning conceptual framework. Includes history of method and its use in business education.
Chapter 2 - Considerations for Use (20,000-25,000 words)
Discussion of method as it relates to specific learning contexts and the ways in which these elements may inform an instructor’s use of the method. Learning contexts include:
Class Size (large lecture, general classroom, small seminar)
Location (online, on ground, hybrid)
Level of Student Population (undergraduate (may include distinction between lower division and upper division students), master’s, doctoral, executive)
Discussion of benefits or strengths as well as the challenges of the method for teachers and learners (drawn from literature as well as the author’s experience). May also include discussion of different theoretical/philosophical perspectives regarding use of the method.
Chapter 3 - How to Prepare and Implement (7,500-10,000 words)
Pre-class preparation needed prior to using the approach, including suggestions for additional scholarly reading on the topic, directions for implementing (may include differentiation with respect to learning contexts discussed
in Chapter 2).
Annotated Bibliography (7,500-9,000 words)
Annotated descriptions (250-300 words) of 25-30 articles describing and/or depicting the method in use. Articles must come from pedagogical journals in business (ex: accounting, entrepreneurship, finance, international business, management, strategy, marketing, information systems, operations/technology management) and other social science disciplines as appropriate. Each annotation provides enough information that the reader is able to determine whether the article will be a valuable ‘further reading’ resource for his/her classroom.
Glossary, Tools & Resources (teaching conferences, online resource portals, etc.), Index