Contributors. Acknowledgements. The Editors. Preface. Part I: Teaching and Learning Methods. Focusing on Capabilities Development to Reduce Knowledge and Skills Obsolescence; A. Biscaccianti, M. Feron. Goals and Critical Success Factors in a PBL Marketing Course; N.A. Estenstad, S.L. Solberg. The Use of the Action-Research Methodology in the Development of Business Education a Case Study; M. Kelly. Managing Teams of Teams: Lessons Learned; G. Corbitt, B. Martz. Issues in Team Teaching: Point and Counterpoint; M.K. McCuddy, et al. Project Seminars: One Way of Developing Reflected Practical Competence; B. Gütl, H. Welte. Mindfulness Theory, Technology and the Transfer of New Learning; L. Murray. Part II: Technology Supported Education. Collaborative Learning and New Learning Technologies: Coordination of Pedagogy; C. Carey, F. Lassk. Interactive Case Studies - Enablers for Innovative Learning; S. Haaken, G.E. Christensen. The Role of Problem Based Learning and Technology Support in a `Spoon-Fed' Undergraduate Environment; F.P. Forsythe. From Information to Knowledge: Teaching and Learning Online; H. Thompson. Learning Methods and the Use of ICT; J. Ravn. Learning by Sharing: a Model for Life-Long Learning; T.J.P. Thijssen, et al. Part III: Curriculum Design and Content. Student-Focused Learning: the Goal of Learning to Learn; T. Neil, et al. Enterprise Development: Strategic Collaboration for Economics and Business; J. Courvisanos. Teaching Introductory OB as Propaedeutic; B. Costea, N. Crump. Is the Fragmentation of Strategic Management Theory a Handicap for Business? A.J. Koch, G. Hubbard. Trainer, Mentor, Educator: What Role for the Business Faculty in the 21stCentury; S.D. Malik, K. Morse. Leadership Development as a Means of Organizational Change; C. Dalglish, J. Frederick. Aspects of Learning Style and Labour Market Entry: an Explorative Study; J.H. Semeijn, R. van der Velden. Index.
Business education and business research has often been criticized by the business community, which claims that much of it is mainly directed at the establishment of teachers and researchers themselves, instead of distributing their knowledge to the business community. It may seem that many universities and other research institutions have turned into mere `knowledge manufacturers', where the emphasis is more on the output volume than on quality of relevance, with little or no consideration for the end users.
As universities and corporations attempt to prepare management to be alert to future changes, improved and even brand new teaching methodologies are required. The main focus of the present volume is on the distribution and selection of new knowledge. How can business educators deliver new knowledge to students and the business community more rapidly than before? How should we define the core business curriculum when new knowledge becomes old knowledge?