Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/144420
Title: When practitioners and scientists collide : an evidence-based activity for management education
Authors: Hartman, Kevin
Koh, Jaime
Rajaram, Kumaran
Keywords: Business::General::Education
Issue Date: 2017
Source: Hartman, K., Koh, J. & Rajaram, K. (2017). When practitioners and scientists collide : an evidence-based activity for management education. Academy of Management Proceedings.
Project: MOE2016-2-TR05 
Abstract: In this quasi-experimental study, our team of management educators and learning scientists tested an evidence-based learning activity designed to have students internalize the importance of empathy. 83 students enrolled in two sections of a second-year undergraduate management course completed a version of a voluntary online activity. Prior to the activity, students in one section of the course received materials highlighting the core functions of management (planning, organizing, leading and controlling). Students in the second section of the course received materials introducing the design thinking process. To help students internalize the value of empathy, we incorporated design principles from cognitive, educational, and social psychology into the activity. At the end of the activity, students applied their set of resources to help a prospective student solve an ambiguous management problem. Students in the functions of management condition overwhelmingly focused on the outcome of the issue, while students in the design thinking condition were more likely to focus on the process that would lead to the outcome. Students in the design thinking condition were also significantly more likely to display evidence of cognitive empathy for the prospective student.
URI: https://hdl.handle.net/10356/144420
ISSN: 0065-0668
Rights: © 2017 Academy of Management. All rights reserved.
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:NBS Conference Papers

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