Laissez-Colbert: Using The Colbert Report to Teach Macroeconomics

512px-rally_to_restore_sanity_andor_fear_-_colbertIt is not often that economics and comedy come together, but for professors looking to infuse their macroeconomics courses with comedic appeal, look no further than The Colbert Report. A recent article from The American Economist from author Gregory M. Randolph entitled “Laissez-Colbert: Teaching Introductory Macroeconomics with The Colbert Report” outlines how the Comedy Central show can be useful tool to engage students and teach lessons about macroeconomic principles, including GDP, supply and demand, and unemployment. The abstract for the paper:

The Colbert Report combines comedic entertainment and current events, two pedagogical sources that have the potential to increase student interest in classes and improve student learning. This article offers suggestions on the use of segments from The Colbert Report to teach introductory macroeconomics. Segments Current Issue Coverare included that relate to comparative advantage, supply and demand, externalities, GDP, unemployment, classical versus Keynesian theory and the Great Depression, fiscal policy and economic stimulus packages, monetary policy and the Federal Reserve, money, taxes, and foreign aid. Guidance is provided regarding the use of the clips in an introductory macroeconomics class.

You can read “Laissez-Colbert: Teaching Introductory Macroeconomics with The Colbert Report” from The American Economist free for the next two weeks by clicking here. Want to stay current on all of the latest research published by The American EconomistClick here to sign up for e-alerts!

*Stephen Colbert image attributed to Cliff (CC)

Read the New Issue of Journal of Management Education!

10740098824_efe1d316b7_zThe October 2016 issue of Journal of Management Education is now available online, and can be accessed free for the next 30 days. The October issue features a new provocative conversation for the article “Isn’t It Time We Did Something About the Lack of Teaching Preparation in Business Doctoral Programs?” by authors Robert D. Marx, Joseph E. Garcia, D. Anthony Butterfield, Jeffrey A. Kappen, and Timothy T. Baldwin. The rejoinders for the article include rejoinders from Roy J. Lewicki, James Bailey, Graham Gibbs, Dianne Minh Le, and Denise M. Rousseau.

In the rejoinder “A Deeper Dig,” Roy J. Lewicki and James Current Issue CoverBailey delve into the supply side, demand side, and throughput process of management doctoral programs to fully understand the lack of teaching preparation. Their rejoinder suggests that institutions would be resistant to the suggested changes, but a shift in the supply and demand for skilled teachers could potentially force the hand of institutions to address this issue.

In the rejoinder “On the Call for Action,” Dianne Le discusses the role of AACSB and hiring institutions in addressing the lack of teaching preparation. Her rejoinder raises the question of when and where teacher training should begin, considering teaching expectations differ quite a bit from one institution to the next.

You can read all of the rejoinders and more from the October 2016 issue of Journal of Management Education free for the next 30 days–click here to view the table of contents! You can also read through past provocative conversations published on the Journal of Management Education website here.

Want to stay current on all of the latest research and rejoinders published by Journal of Management Education? Click here to sign up for e-alerts! 

*Lecture image attributed to University of Liverpool (CC)

A Warm Welcome to Journal of Management Education’s New Co-Editors!

We’re pleased to welcome new Journal of Management Education editors Jeanie M. Forray and Kathy Lund Dean. Drs. Forray and Dean discuss their thoughts on their new role and the direction of Journal of Management Education in their editorial that appears in the August issue.

We are delighted to take the reins of JME, sharing Editor-in-Chief duties, as a new way of engaging with JME_72ppiRGB_powerpointauthors, reviewers, and the entire scholarship of teaching and learning (SOTL) community. There were many reasons to say “yes” to stepping into the Editor-in-Chief role when the OBTS Board asked. JME is close to our hearts and has occupied a special place for us for many years. JME has helped us so often in our teaching and has been our default resource when we have looked to refresh our teaching practice. And JME has been our preferred outlet for our own pedagogy research as a result of both the marvelous review process and the fearless readership with whom we could converse about teaching and learning innovations. We simply could not resist the opportunity to serve the journal in this way.

The rest of the editorial “Some Thoughts on JME‘s Direction…” can be accessed by clicking here. The August issue of Journal of Management Education can be read for free for the next 30 days! Click here to access the table of contents. Want to know about all the latest news and research from Journal of Management Education? Click here to sign up for e-alerts!

Out of Whack: AQ, PQ, Miscue?

[We’re pleased to reproduce Journal of Management Inquiry‘s “Out of Whack” by Charles M. Vance.]

OOW 114Read “Out of Whack” for free from the January 2014 issue of Journal of Management Inquiry by clicking here. Want to know about all the latest from Journal of Management Inquiry? Click here to sign up for e-alerts!

Trying to Improve Marketing Education?

Interested in developing your marketing instruction? Check out the Journal of Marketing Education‘s new Editor’scollege-443754-m Choice collection titled “Evidence-Based Methods for Improving Marketing Education.”

Topics include:

Click here to view the entire collection from the Journal of Marketing Education. Want to know about all the new articles from the Journal of Marketing EducationClick here to sign up for e-alerts!

On The Job

Every job requires some kind of training, whether it’s how to make smoothies or how to write complex computer code, there’s on-the-job training and it comes in all different styles. In the new paper recently published in Human Resource Development Review Dr. Barbara Ostrowski Martin of Humber Institute of Technology and Advanced Learning with Dr. Klodiana Kolomitrom and Dr. Tony C. M. Lam of the University of Toronto reviewed several different training methods so employers might easily learn what kind of training works best for both their employees and the required job. 

 The Abstract for Training Methods: A Review and Analysis :

In reviewing training methods reported in the literature, 13 were identified: case study, games-based training, internship, job rotation, job shadowing, lecture, mentoring and apprenticeship, programmed instruction, role-modeling, role play, simulation, stimulus-based training, and team-training. The nature and characteristics of these training methods and the relationships among them were analyzed using the following seven criteria: learning modality, learning environment, trainer presence, proximity, interaction level, cost considerations, and time demands. Results from this in-depth review suggest that the majority of training methods are not interactive, involve doing, and are off-the-job. As expected, it also concluded that technological advancements have expanded the delivHRD coverery mode to various distance options. Profiles for the 13 identified training methods generated from this research should assist practitioners in selecting training methods most suitable for their needs and circumstances and serve as a platform for future research and development.

Together, Management INK and SAGE publications are offering this article free for the next month. Read the full article here and don’t forget to sign up for e-alerts to get the latest from Human Resource Development Review.

Three Steps To Move HRD Forward

Editor’s note: We are pleased to welcome Joshua C. Collins of Florida International University, whose paper “Illustrating Relevance, Questioning Norms, and Creating Space: Three Steps for Teaching Critical Perspectives in the HRD Classroom” is forthcoming in Human Resource Development Review and now available in OnlineFirst.

pqThe inspiration for this paper stemmed from primarily two places.  First, it stemmed from my interest in continuing to develop and sustain the critical research and practice paradigm within the field of Human Resource Development.  Second, my experience in the field of HRD has led me to believe that those who engage in critical scholarship can and should do more to help others in the field understand and advance critical perspectives.  Using another one of my HRDR articles as an example, I demonstrated how instructors and trainers in the field can make new and different perspectives relevant to students’ learning.

cover_HRDR_defaultAs this was not an empirical study, there were no “findings” by which I could be particularly surprised.  However, I was surprised at how easily the three steps for teaching critical perspectives came together once I actually sat down to think about what I wanted to say.  I had used these strategies in HRD instructional settings before, but I had never put them on paper.  So, what was surprising was how much relative clarity can be easily communicated with regard to critical perspectives in HRD…if we just take the time to do so.

I certainly hope that this Instructor’s Corner piece will have influence over both research and practice in the field of HRD and in related disciplines. The three strategies presented in this paper may easily be adapted as strategies for approaching the writing up of critical perspectives in the field in addition to teaching.  The strategies might also be used to conduct or to critique critical research.

Finally, in practice, I hope that HRD instructors and trainers will consider using these strategies to teach about criticality in the field and at work.  If we can educate our students about critical perspectives, maybe we will see a change in the dialogue in the field with regard to key outcomes and processes that we concentrate on.  I would love to see this article inspire change in the ways that we approach such things as leadership, incivility, engagement, and more at work.

Read the paper, “Illustrating Relevance, Questioning Norms, and Creating Space: Three Steps for Teaching Critical Perspectives in the HRD Classroom,” online in Human Resource Development Review.

jcollinsJoshua C. Collins is a doctoral candidate in Florida International University’s program for adult education and human resource development.  He received his bachelor’s and master’s degrees from Texas A&M University.  His research focuses on social justice and equity for minorities in the workplace, with an emphasis on the experiences of sexual minorities.