The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research that considers reflection within the context of both the marketing and general business education literature. This article describes the use of an instrument that can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection, and intensive reflection and two conditions for reflection: instructor-to-student interaction and student-to-student interaction. The authors also demonstrate the importance of reflective learning in predicting Graduates' perception of program quality. Although the focus was on assessment of MBA-level curricula, the findings have great importance to marketing education and educators.

Recent work contends that management education provides an important space for managers' identity work. However, it is also recognised that much of what is currently offered constrains rather than enables managers' identity work. Against this background, I present material which provides important practical possibilities to managers for more realistic and helpful forms of identity work, and theoretically also add to the development of a more nuanced understanding of managerial identity work processes. Drawing on interviews with a range of managers, I offer rare empirical evidence which illustrates the ordinarily suppressed emotional struggles of the mismatch between social identities of manager and self identities. In this way, Icontribute to current theoretical offerings to demonstrate the centrality of emotions to processes of becoming. In turn, I propose that exploration of these emotions offers management educators important possibilities for facilitating managers' identity work.

᭹The meteoric growth in on-line education has focused attention on virtual learning communities. ᭹ Critics suggest that the on-line learner suffers isolation resulting from diminished interaction with others and thus question the quality of the on-line educational experience. ᭹ A case study is presented of an American MBA programme at the University of Wisconsin-Whitewater that compares interactions in on-line and traditional learning communities. ᭹ Evidence is presented which suggests that on-line students score higher on measures of interaction than traditional students. Furthermore, interaction is important in predicting effectiveness of courses regardless of mode of delivery. This suggests that interaction can occur in on-line courses and is important in designing such offerings.

Management education generally, and MBA programmes in particular, have been persistently criticized for failing to speak adequately to management practice. One response to such criticisms has been to suggest a wider consideration of critical management education (CME). Drawing on research fi ndings from an empirical study of MBA learning, the article argues that MBA learning can be seen as more valuable to the manager in practice than critics contend. Moreover, the learning which is valued resonates with both a critical understanding of management and critical accounts of the role of management education, suggesting that a covert form of CME may already be operating. We argue that further building on this understanding provides the potential for a more prominent CME. Specifi cally, we propose that the experience brought to and lived within the MBA programme provides an opportunity for 'problematizing' accepted ways of making sense of the world.

᭹In recent years higher education has witnessed dramatic changes brought on by the advent of diversified forms of management education. ᭹ Advances in multi-media and Internet technologies have generated explosive growth in on-line learning. ᭹ The ability to engage in reflective thinking is important for managers, especially during periods of change.An important aim of management education is to develop this ability. ᭹ On-line education has been criticized for its inability to foster critical thinking in students. A case study of an American MBA programme at the University of WisconsinWhitewater is presented which compares reflective learning in on-line and traditional classes.᭹ Evidence is presented which dispels the myth that on-line management education is less effective for fostering reflective thinking. The findings do suggest that reflective thinking does take different paths in on-line versus traditional management education delivery systems.