Film review: Screening classic dilemmas in the classroom

Harrison, John T.

doi:10.1023/b:busi.0000013792.41336.1e

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Yet because many of our students would “prefer watching a film to reading a book” (Comer, 2001, p. 430) and engaging pedagogies foster learning (Betts, Watad, McCarthy, & Tegzes, 2007; Proserpio & Gioia, 2007), management educators have drawn frequently from films (see, e.g., Champoux, 2001; Holbrook, 2009a; Huczynski & Buchanan, 2004, 2005; Smith, 2009). The plots, themes, and characters of movies can illuminate varied course concepts such as culture and diversity (Bumpus, 2005; Champoux, 1999; Mallinger & Rossy, 2003), work–life balance (Cebula & Comer, 2007), business ethics (Champoux, 2006; Comer & Vega, 2005, 2011; Giacalone & Jurkiewicz, 2001; Harrison, 2004; Shaw, 2004; van Es, 2003), leadership (Comer, 2001; Hickam & Meixner, 2008), and sustainability (Clemens & Hamakawa, 2010). Additionally, a movie can reveal how the integration of multiple organizational phenomena affects behavior (Huczynski & Buchanan, 2005).…”

Section: The Arts In Management Educationmentioning

confidence: 99%

Getting Behind the Scenes of Fleetwood Mac’s Rumours

Comer

Holbrook

2011

Journal of Management Education

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The authors present an efficient and easy-to-implement experiential exercise that reinforces for students key concepts about task groups (i.e., group cohesiveness, conflict within groups, group effectiveness, group norms, and group roles). The exercise, which uses a documentary about the making of Fleetwood Mac's Rumours album to demonstrate the complexity of an ongoing group that created a high-caliber product even in the face of substantial interpersonal issues, combines film and music in a new way in the management classroom.

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Section: The Arts In Management Educationmentioning

confidence: 99%

Getting Behind the Scenes of Fleetwood Mac’s Rumours

Comer

Holbrook

2011

Journal of Management Education

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“…Instructors seeking to help their students learn business ethics course materials have used an impressive variety of pedagogical tools, including cases (Ashamalla & Crocitto, 2001; James & Smith, 2007; Kayes, 2002; Laditka & Houck, 2006; Landrum, 2001; Rosile, 2007; Tomlinson, 2009), literature (Kennedy & Lawton, 1992; Kimball, 2007; McAdams, 1993; McAdams & Koppensteiner, 1992; Shepard, Goldsby, & Gerde, 1997), comics (Dyrud, 1998; Gerde & Foster, 2008), film (Champoux, 2006; Giacalone & Jurkiewicz, 2001; Harrison, 2004; Shaw, 2004; van Es, 2003), the laddering interview (Trocchia, Swanson, & Orlitzky, 2007), games (Collins, 1999; Gibson, 2003), role-plays (Comer & Vega, 2006), challenge course activities (Goltz & Hietapelto, 2006), other experiential exercises (Giacalone, Jurkiewicz, & Knouse, 2003; Golden & Dechant, 2006; Lenaghan & Smith, 2004; Payne, 2006; Schumann, Scott, & Anderson, 2006), and even visits to incarcerated white-collar criminals (Castleberry, 2007).…”

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confidence: 99%

“Business Ethics Everywhere”

Baker

Comer

2011

Journal of Management Education

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This article introduces an experiential exercise that enhances students' ability to identify ethical issues and to respond to them in ways that consider the relationship between organizational factors and ethical action. Students identify a required number of ethical incidents in their workplaces during a specified period. Students submit a written description for each incident, drawing from moral philosophical frameworks and/or other ethical concepts to label the issue as one that either exemplifies a "best practice" or "raises concern." For "best practice" examples, students consider the implications of the practice on the organization and its stakeholders and whether and how the practice could be improved. For examples that "raise concern," students explain what the ethically appropriate action would be, indicate whether they would take that action, report any reservations they have about taking that right action, and consider how to behave ethically in a way that would bring about desired outcomes without incurring negative outcomes. Then, a subset of submissions Exercises, Activities, and Simulations

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Using Inside Job to Teach Business Ethics

Biktimirov

Cyr

2012

J Bus Ethics

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Film review: Screening classic dilemmas in the classroom

Cited by 4 publications

References 15 publications

Getting Behind the Scenes of Fleetwood Mac’s Rumours

Getting Behind the Scenes of Fleetwood Mac’s Rumours

“Business Ethics Everywhere”

Using Inside Job to Teach Business Ethics

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