T-As-In-Team: Management Through Collaboration
October 5, 2008
T-As-In-Team: Management Through Collaboration
Management Through Collaboration: Teaming in a Networked World (Routledge publishers, 2010)
Charles Wankel / Author and Organizer / St. John’s University, New York, USA / wankelc@stjohns.edu
The idea is that this book will be produced using an immense network of coauthors. The chapters will present text, examples, and exercises using networking in a globalized world as a prism through which the key management functions are refracted in telling, useful and important ways. This introductory management textbook is using a new authoring structure to create a high quality, cutting-edge, and well-researched book.
The coauthors of this breakthrough endeavor number almost a thousand management educators and researchers in about ninety nations. The twenty-first century global virtual community creating this work is itself an interesting constellation of management phenomena that provides a wide range of exciting management experiences for its members to use as examples in their teaching and writing. More importantly, being part of such a diverse, constantly self-creating, mob of innovators is immense fun! It is our hope that our contributions from Tonga to Peru, from Iceland to Botswana, from Hawaii to Tunisia, from China to Grenada, will reflect our diversity and yet our communality in this increasingly connected world in ways that will engage and excite learners in all the nations of the world.
[http://globally-collaborating.com/]
TABLE OF CONTENTS
PART I: MANAGING IN A NETWORKED WORLD
1: Managing the New Workplace: Collaborating in the organization
2: Historical Context of Contemporary Management: From Individual Stars to Winning Teams
PART II: THE ENVIRONMENT OF MANAGEMENT
3: Shaping Corporate Culture
4: Managing in a Global Environment
5: Ethics and Corporate Social Responsibility
6: Entrepreneurship and E-commerce
PART III: PLANNING
7: Organizational Planning and Goal Setting
8: Strategy Formulation and Implementation
9: Managerial Decision Making
10: Global Management
PART IV: ORGANIZING
11: Organizing in a Networked World
12: Structures for Coordinating in a High Tech World
13: Change at All Levels and Speeds
14: Human Resource Management
15: Diversity in Multicultural Organizations
PART V: LEADING
16: Attitudes, Perceptions, Learning and Stress
17: Leadership in Organizations
18: Motivation in Organizations
19: Communicating in Organizations
20: Teamwork in Organizations
PART VI: CONTROLLING
21: The Importance of Control
22: Information Technology and E-Business
23: Operations and Service Management
[http://globally-collaborating.com/t/index.html]
AUTHORS
[http://globally-collaborating.com/authors/index.html]
AUTHOR COUNTRY STATS
[http://globally-collaborating.com/c/index.html]
NODAL PROJECT PEOPLE
[http://globally-collaborating.com/n/index.html]
GUIDELINES FOR CONTRIBUTORS
Citation Style
Follow The Chicago Manual of Style, newest edition, for citation and other stylistic formats.
Microsoft Word
Textual material for the book should be submitted in Microsoft Word (Windows PC version).
FREQUENTLY ASKED QUESTIONS
When will I be assigned to a chapter team?
Currently we are registering authors into chapter wikis. As new colleagues join the project, they will be registered within a week’s time after completing the authors’ survey.
What is the general project timeline?
The draft of the main paper-form textbook is due on December 1st, 2008. However, the digital form and ancillaries can be worked on after that. The book comes out in January 2010.
See Also
“Management Professor Uses ‘Crowdsourcing’ to Write Textbook”
[http://chronicle.com/wiredcampus/]
The Student as Scholar: Undergraduate Research and Creative Practice
Association of American Colleges and Universities
The Student as Scholar: Undergraduate Research and Creative Practice
Conference Description, Program, and Resources
300 faculty and administrators gathered in Long Beach, California on April 19-21, 2007 for a conference focused on integrating research and scholarship into the undergraduate experience with the goal of expanding and deepening learning for all students. Conference sessions explored developmental models, research and assessment of student learning, and examples of campus practice.
KEYNOTE: From Convocation to Capstone: Developing the Student as Scholar
David Hodge, Kira Pasquesi, Marissa Hirsh / Miami University ; Paul LePore / University of Washington
In order to integrate undergraduate research most effectively into the learning experience, undergraduate education should focus on the “student as scholar” from the first to final year. President Hodge will offer a vision of the student as scholar, where ‘scholar’ is defined in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal education. Fulfilling this vision of the student as scholar will require a fundamental shift in how we imagine and structure the curriculum. In this new paradigm, the curriculum is learning-centered, providing intentional pathways that culminate in capstone experiences, peer-reviewed research papers, and creative presentations.
… [T]he undergraduate research experience is often viewed too narrowly as an isolated component of the student’s education, or as suitable for only some of the most advanced students. In this paper we argue that undergraduate research should, in fact, be at the center of the undergraduate experience, that undergraduate education should adopt the “Student as Scholar” Model throughout the curriculum, where scholar is conceived in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal arts education. With this framework, not only each research project, but also each course, is viewed as an integrated, and integrating, part of the student experience.
Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. It requires, as a minimum, the adoption of the Learning Paradigm in everything from the first introductory course through the final capstone experience. It requires a culture of inquiry-based learning infused throughout the entire liberal arts curriculum that starts with the very first day of college and is reinforced in every classroom and program. It transcends the boundaries of the classroom and takes advantage of the vast amounts of raw material now available to undergraduates. And it draws heavily from a developmentally-appropriate perspective of undergraduate education, where students move from a more passive, externally motivated experience to the active, internally-motivated posture of a scholar.
[Much More]
[http://www.aacu.org/meetings/undergraduate_research/documents/Keynote.pdf]
Presentation (ppt) / Address (pdf) / Podcast Recording (mpg)
A Related Presentation Was Deleivered By David C. Hodge At Learning Through Enquiry Alliance (LTEA) Conference 2008:
Inquiry In A Networked World Held At The University of Sheffield In Late-June 2008
[http://networked-inquiry.pbwiki.com/About+the+LTEA2008+keynote]
WORKSHOPS
Sustainable Models of Student–Faculty Collaboration
Research and Creative Scholarship: An Integral Part of the Undergraduate Experience
Assessing the Impact of Undergraduate Research on Student Learning and Campus Culture
POSTERS
Providing Undergraduates with a Research Training Roadmap
Undergraduate Research: Theirs, Mine, and Ours
ROUNDTABLE DISCUSSIONS
Collaborative Undergraduate Research Seminars: Providing a “Research I” Experience
Institutionalizing Student Research Opportunities: Creating Visibility and Promoting Collaboration for Engaged Learning
Implementing an Integrative Research Sequence: The “Scientific Core”
Interdisciplinary Research: Building a Bridge to Scientific Inquiry in the 21st Century
Integrating Theory and Practice: An Action Research Case Study
Supporting Undergraduate Research: Centralized and Decentralized Institutional Models and the Role of Statewide Programs
Students’ Expectations of the Analytic and Communications Skills Needed for Research
Co-Creating Pathways to Student Scholarship: A Developmental Trajectory of Experience, Reflection, Research, and Scholarship
CASE STUDIES
A Comprehensive Approach to Student Scholarship
A Developmental Approach to Undergraduate Research in the Sciences
Building a Learner-Centered Environment through Undergraduate Research and Creative Activity
Moving Undergraduate Research Beyond a Few Disciplines and a Few Student
Developing Student Scholars from Convocation through Commencement: An Institution-Wide Model
What Does the Research Tell Us about Undergraduate Research?
The Role of Undergraduate Research in Student Retention and Academic Success
Multiple Models for Incorporating Undergraduate Research into the Curriculum
Assessing Science Enrichment Programs: Measuring Students’ Development as Scholars
Collaborative Research and Creative Inquiry
Thinking Like a Scientist: Building Skills on the Way to a Culminating Research Experience
Integrating Undergraduate Research and Service-learning in Self-Designed Capstone Projects
Using an ePortfolio as a Personal Knowledge Management System
Educating Undergraduate Research Mentors
The Sociology of Everyday Life: Student Scholars in the Introductory Classroom
Adapting the UIW McNair Model to Engage Faculty and Students in Undergraduate Research
Designing and Implementing an Undergraduate Research Program
EUREKA! Building an Integrated University-Wide Model for Engaging Students in Undergraduate Research
Organizing and Implementing a Statewide Undergraduate Research Conference
The Importance of Institutional, Disciplinary, and Interdisciplinary Definitions of Scholarship
Fostering Undergraduate Research in the Arts and Humanities
Integrating Undergraduate Research and Engagement Programs across Departmental, Disciplinary, and Developmental Boundaries
Equal Partners: Participatory Research Involving Faculty, Students, and Community Members
Improving the Quality of Student Research through Information Fluency
Creating and Publishing Undergraduate Research Journals
PLENARIES
Enhancing Academic Excellence through Inquiry, Research, and Creative Practice
Toward a Collaborative, Learning-Centered Culture: Phases of Institutional Development
Key Elements to Building a Sustainable Undergraduate Research Program
SOURCE
[http://www.aacu.org/meetings/undergraduate_research/]
PODCASTS
[http://www.aacu.org/Podcast/UG07_podcasts.cfm]
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