Mind mapping in executive education: applications and outcomes

Abstract

Developed by Tony Buzan in 1970, mind mapping is a revolutionary system for capturing ideas and insights horizontally on a sheet of paper. This paper illustrates the technique of mind mapping, and highlights its specific applications in a variety of contexts based on our work in executive education and in management development consulting. Positive outcomes of the approach are described as well as reactions of executive students to mind mapping. We conclude with a rationale of why we believe mind mapping works with executives.In our Executive MBA (EMBA) program, which was established in 1973 and is one of the ten oldest in the USA, students must skillfully balance a full-time job, social life, and full load of graduate courses simultaneously for the duration of the two-year program. Professors strive to continuously improve the content of their courses by having student teams design marketing studies, consult with small businesses (Lamond, 1995), run simulated international businesses (Nicholson, 1997), and design information systems for local businesses. Educators in management development programs also strive to enhance the process, the way in which courses are delivered ( i.e. team taught, crossfunctional, distance learning). We are actively involved in discovering (through consulting and reading) and applying active learning methodologies developed for industry or the military to enable students to become more effective at analyzing, integrating, and consolidating new information. We also strive to increase the effectiveness and quality of our students' learning in order to provide them with a competitive advantage in the marketplace.Storyboarding, a creativity-enhancing and problem-solving technique (Humes et al., 1995) taught to our students, was developed by Walt Disney in 1928 and extensively and successfully applied in a total quality management effort by utility company Florida Power and Light. This was the first American company to win the coveted Japanese Deming prize (Hart et al., 1989). Another active learning method used at our school (all the work reported here was accomplished when all three authors were affiliated with Loyola College) since 1991, is mandatory development of lessons learned by each student based on his or her learning from and reflection on class assignments, team projects, and

Applying an empathic design model to gain an understanding of consumers’ cognitive orientations and develop a product prototype

“…When drawing Mind Maps, there are a few essential techniques (Gelb, 1998;Mento, Martinelli & Jones, 1999;Reed, 2005): allowing other ideas to be organized (Buzan, 2002). For instance, if "electronic map" or "audio guide" (at the attributes level) are written on the trunk right after the start of the "electronic tour guide design" brainstorming session, the subsequent items on the branches will be limited, thus ceasing the flow of the thought process.…”

Effect of Using the Electronic Mind Map in the Educational Research Methodology Course for Master-Degree Students in the Faculty of Education

“…Besides, as indicated by Jones, Pierce, & Hunter [3], a good mind mapping enables learners to perceive relationships of the main concepts of a specific issue and gain understanding and concept of the subject more quickly and better than trying to understand from verbal explanation alone. Besides, results from several researches show that use of mind maps can significantly enhance learning, memory, motivation and creativity of students [4]- [10].…”

Why Students Fail in History: A Minor Case Study in Malaysia and Solutions from Cognitive Psychology Perspective

“…Besides, numerous studies have confirmed the positive outcomes of using mind map in learning (Farrand et al, 2002;Mento et al, 1999). In learning History, a student could build a mind map by interconnecting relationships that emerge among the historical events.…”