David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Proceedings of the International Association for Business and Society 17:322-327 (2006)
This paper explores how meaningful learning in management education can occur when we keep our focus on classroom activities and strategies that fosterconceptual conflict, variation in instructional approaches, and accountability from both instructors and students for the learning process. To that end, we offer the DNA of learning metaphor. This metaphor makes explicit effective pedagogical practices and encourages instructors to take a more challenging and possibly transformative approach to their course design and classroom experiences
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