مقاله انگلیسی رایگان در مورد روندهای دوتایی در تحصیلات فوق لیسانس (الزویر)

مقاله انگلیسی رایگان در مورد روندهای دوتایی در تحصیلات فوق لیسانس (الزویر)

 

مشخصات مقاله
انتشار  مقاله سال ۲۰۱۷
تعداد صفحات مقاله انگلیسی  ۷ صفحه
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منتشر شده در نشریه الزویر
نوع مقاله ISI
عنوان انگلیسی مقاله Dyadic processes in postgraduate education: Insights from MBA student experiences
ترجمه عنوان مقاله روندهای دوتایی در تحصیلات فوق لیسانس: بینشی از تجربیات دانشجویان مدیریت کسب و کار
فرمت مقاله انگلیسی  PDF
رشته های مرتبط  مدیریت
گرایش های مرتبط  مدیریت اجرایی
مجله نشریه بین المللی آموزش مدیریت – The International Journal of Management Education
دانشگاه University of Cape Town – Graduate School of Business – Cape Town – South Africa
کلمات کلیدی کار دوتایی، MBA، آموزش مدیریت، بازتاب
کد محصول E5537
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بخشی از متن مقاله:
۱٫ Introduction Institutions of higher learning have a responsibility to prepare students for the modern workplace where there is an expectation that graduates have developed the ability to collaborate with others (Hancock et al., 2009; Yorke & Knight, 2004). Thus, high-quality relationships have become increasingly important within dynamic and ever-changing organisational environments (Grant & Hofmann, 2011). Furthermore, the ability to relate to a wide range of people and make a contribution to the team are considered essential graduate attributes in South Africa (Griesel & Parker, 2009). Certainly the goal of a business school, beyond the academic prospect, is to develop professionals capable of consistent and productive interaction with others (Jackson & Chapman, 2012; Krass & Ovchinnikov, 2006). Group work in its variety of forms has been defined as a pedagogic strategy where students work together without direct lecturer interaction or supervision towards a common objective (Killian, 2003). While various terms have been used to describe the practice of group work including cooperative learning and collaborative learning (Drake, Goldsmith, & Strachan, 2006) the process remains understood as one where students work together to achieve a common goal. Given that dyadic relationships are the central building blocks of organisations through daily interactions between people at work (Liden, Anand, & Vidyarthi, 2016), many existing management education programmes include some variation of group work. Collaboration with peers is thus considered an essential form of learning (Summers, Bergin, & Cole, 2009). While anecdotal evidence from both faculty and students indicates varying degrees of success with group work, there is a paucity of research in this domain in South Africa. Furthermore, while garnering some attention worldwide, research around dyadic relationships – those interactions occurring between two individuals (Joshi & Knight, 2015) – is still relatively undeveloped within the academic sphere. This qualitative paper explores the experiences of postgraduate students who worked in dyads for a Master in Business Administration work-based project. The study presents the findings drawn from 440 student reflective papers. Through the submission of a short assignment detailing their learning and insights, students individually reflected on their six weeks of working with a randomly allocated partner. The study explored whether dyadic group work detracted from or enhanced individual learning

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