What do we teach in organizational behavior? : an analysis of MBA Syllabi/ created by Kenneth G. Brown, Steven D. Charlier, Sara L. Rynes and Andrew Hosmanek

By:

Brown, Kenneth G [author]

Contributor(s):

Material type: Text

TextSeries: Journal of management education ; Volume 37, number 4Newbury Park : Sage, 2013Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

10525629

Subject(s):

Field of OB -- Organizational behaviour -- MBA programs

LOC classification:

HD20 JOU

Online resources:

Click here to access online

Abstract: This study examines the syllabi of 241 required organizational behavior (OB) related classes in full-time U.S. MBA programs. Syllabi were coded for information about course title, topics, readings, cases, teaching methods, and learning assessment methods. Results revealed that the most frequent topics listed across courses are leadership and groups or teams. There was considerable diversity in assigned books, readings, and cases, with only a small number of books (2), readings (15), or cases (5) assigned in 10 or more courses within our sample. Assessment of student learning was conducted via (in order of importance for final student grades) testing, individual writing, class participation, group writing, group presentation, and individual presentation. Private, ranked MBA programs were more likely to offer more than one OB-related course, usually management plus leadership, or OB plus leadership. Implications of these findings for OB teaching are discussed, along with suggestions for future research.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	HD20 JOU (Browse shelf(Opens below))	Vol. 37, no.4 (pages 447-471)	Not for loan	For in house use only

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This study examines the syllabi of 241 required organizational behavior (OB) related classes in full-time U.S. MBA programs. Syllabi were coded for information about course title, topics, readings, cases, teaching methods, and learning assessment methods. Results revealed that the most frequent topics listed across courses are leadership and groups or teams. There was considerable diversity in assigned books, readings, and cases, with only a small number of books (2), readings (15), or cases (5) assigned in 10 or more courses within our sample. Assessment of student learning was conducted via (in order of importance for final student grades) testing, individual writing, class participation, group writing, group presentation, and individual presentation. Private, ranked MBA programs were more likely to offer more than one OB-related course, usually management plus leadership, or OB plus leadership. Implications of these findings for OB teaching are discussed, along with suggestions for future research.

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