No abstract

No abstract

No abstract

No abstract

This article describes learning and teaching activities in large group settings that are informed by a theory of action perspective and examines the epistemological and pedagogical implications for effective management education. The author lays out the underlying tenants of a theory of action perspective most relevant to learning and teaching, explores the implications for action and implementation in the management classroom, and illustrates a case writing process and teaching method that meets the criteria for good theory in action-based education.