Enacting the Role of Management Professor: Lessons From Athena, Prometheus, and Asclepius

Greenberg, Danna; Clair, Judith A.; MacLean, Tammy L.

doi:10.5465/amle.2007.27694945

Cited by 33 publications

(40 citation statements)

References 23 publications

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“…Embedded in this expectation is the role of supervisors in facilitating the progression of doctoral students' from being a novice to an expert in a particular research topic, which "implies advanced knowledge in a particular field of study" (Wilson & Weissman, 1970, p. 251 Such a development of discipline expertise can also be seen as a form of apprenticeship in which an expert researcher exposes a novice researcher to an environment to develop specific skills so that he or she may acquire the thought processes to perform relevant research tasks (Bégin & Gérard, 2013). Apart from imparting discipline-specific knowledge to students, there remains a hierarchical relationship between supervisors and students (Greenberg, Clair & Maclean, 2007). This relationship is crucial to highlight in recognizing the characteristics of discipline expertise because of the knowledge difference between both parties.…”

Section: Disciplinary Knowledge In Action: a Conceptual Standpointmentioning

confidence: 99%

Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise

Gube

Getenet

Satariyan

et al. 2017

IJDS

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Aim/Purpose: This paper considers the role of supervisors’ discipline expertise in doctoral learning from a student perspective. Background: Doctoral students need to develop expertise in a particular field of study. In this context, developing expertise requires doctoral students to master disciplinary knowledge, conventions and scholarship under the guidance of supervisors. Methodology : The study draws on a mixed-method approach, using an online survey and semi-structured interviews conducted with doctoral students. Contribution: The paper brings to the fore the role of supervisors’ discipline expertise on doctoral students’ research progress. Findings: The survey data suggest that doctoral students nominate their supervisors on the basis of their discipline expertise. They also view supervisors’ expertise as key to the development of ‘insider’ knowledge of their doctoral research. Recommendations for Practitioners: Supervisors play a pivotal role in helping doctoral students overcome intellectual barriers by imparting their discipline knowledge as well as balancing satisfactory doctoral completion rate and high quality student experience. Impact on Society : Doctoral supervision equips doctoral students with the right arsenal to be able to competently operate within their field and prepares them for their future research or professional career that demands a high level of discipline expertise. Future Research: The scope of the findings leaves open a discussion about the experiences of doctoral students matched with non-discipline expert supervisory teams; for example, the extent of the mismatch and its ramifications.

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Section: Disciplinary Knowledge In Action: a Conceptual Standpointmentioning

confidence: 99%

Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise

Gube

Getenet

Satariyan

et al. 2017

IJDS

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“…It's like the results of research that as a leader of education, the principals should be able to look at the diversity of cultures that exist at the school, both from the students and the school environment, so that the school can position its existence on the situation and the conditions required by the needs of the students, not only in schools alone, but will be taken on a social life outside of school [37]; [32]; [38]; [39].…”

Section: B Acculturation Character Education In the Learningmentioning

confidence: 99%

Implementation of School-Based Management Towards Peace Building and Child Protection

Hermino¹

2016

Proceedings of the 6th International Conference on Educational, Management, Administration and Leadership

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Abstract-The purpose of this research is to describe about implementation of school-based management in three pillars towards peace building and child protection in primary schools in the District Jayawijaya, Central Mountains Papua. The research method applied is qualitative research with content analysis approach were used to identify opinions and perceptions of implementation school-based management. Result of the study showed: (1) lack of parenting in the family makes children cannot learn as well, because at home they have to work or help parents in the garden. Especially in the season open the gardens, children cannot go to school because they have to help parents; (2) general community still do not understand about role of the school committee so that a sense of ownership of the school and community responsibility for the continuity of education in the region have not been so strong; and (3) joyful learning is a new concept that is a little difficult to be accepted by the teacher because because most children will understand their responsibility as students when teachers through teaching commensurate with the conditions of the region. Based on these conditions, strong leadership and contextual understanding really important to develop peacebuilding and child protection for the successful implementation of school-based management

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“…Há de se considerar ainda que boa parte dos estudantes de doutorado, entenda-se futuros professores na maioria, concentram o seu desenvolvimento mais em habilidades e conhecimentos referentes a disciplinas específicas do que em questões pedagógicas (BENNIS;O'TOOLE, 2005;SILVA;COSTA, 2014). Logo, num contexto onde a reflexão pedagógica sobre a formação do professor de Administração é preterida (GREENBERG;CLAIR;MACLEAN, 2007), pesquisar sobre as competências fundamentais de um professor diferenciado (positivamente) em Administração, bem como se dá o processo de formação de um excelente professor desta área é o mote de uma linha de pesquisa, da qual este artigo é um dos primeiros produtos.…”

Section: Introductionunclassified

“…Ademais, há uma pressão em relação às práticas pedagógicas dos professores de Administração, no sentido de que as mesmas estejam coerentes com negócios cada vez mais internacionais, mercados sem fronteiras, força de trabalho cada vez mais diversificada e uma constante e rápida atualização tecnológica. Em paralelo, as instituições de ensino também têm encampado mudanças nos formatos dos cursos em geral, abreviando-os, e intensificando o uso de tecnologias no ensino, notadamente na educação a distância (GREENBERG;CLAIR;MACLEAN, 2007;KUHL et al, 2013). Assim, este ambiente de mudanças requer uma reflexão sobre o quê os professores de Administração ensinam, como ensinam e porque certas escolhas pedagógicas são tomadas.…”

Section: Introductionunclassified

“…Assim, este ambiente de mudanças requer uma reflexão sobre o quê os professores de Administração ensinam, como ensinam e porque certas escolhas pedagógicas são tomadas. Professores de Administração devem atentar-se para questões pedagógicas ligadas ao ensino da Administração, como sua postura enquanto professor, seu relacionamento com os estudantes e como educar para uma futura geração de líderes e cidadãos globais (FRIGA; BETTIS; SULLIVAN, 2004;GREENBERG;CLAIR;MACLEAN, 2007). Resumindo, é necessária uma reflexão por parte do professor de Administração sobre seu papel enquanto educadores.…”

Section: Introductionunclassified

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Competências docentes para o ensino superior em administração: a ótica dos graduandos de três universidades da Bahia

et al. 2018

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Resumo Fruto de uma pesquisa mais ampla sobre docência superior no campo da Administração, este artigo buscou identificar quais as competências que compõem o perfil do professor excelente na área de Administração na ótica dos próprios estudantes de graduação em Administração. A pesquisa adotou uma abordagem qualiquantitativa, utilizando-se do Discurso do Sujeito Coletivo como estratégia de análise dos dados. O material empírico foi coletado junto a 87 estudantes de graduação de três universidades da Bahia. A partir da análise do material empírico, identificou-se 44 competências caracterizadoras do professor excelente na área de Administração, embora somente 22 delas foram mais profundamente analisadas devido ao quesito representatividade. Convém ressaltar que tais competências corroboram as pesquisas anteriores sobre o tema (MARSH, 1991; FRIEDMAN, 1999; LOWMAN, 2007; PAN et al., 2009; DELANEY et al., 2010) e, em certa medida, acrescentam detalhes a partir da apresentação dos discursos coletivos.

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Enacting the Role of Management Professor: Lessons From Athena, Prometheus, and Asclepius

Cited by 33 publications

References 23 publications

Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise

Towards “Operating Within” the Field: Doctoral Students’ Views of Supervisors’ Discipline Expertise

Implementation of School-Based Management Towards Peace Building and Child Protection

Competências docentes para o ensino superior em administração: a ótica dos graduandos de três universidades da Bahia

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