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Education philosopher Wilfred Carr points to the importance of engagement in the debates on the central issues in education, but not about education, rather for education. In this essay, we extend this position into the realm of management education by critiquing the disappointing outcomes of traditional approaches to teaching and learning, that is, spoon-feeding. We build on the imperative of enhancing student development through scholarly teaching that focuses on what we ask students to do. Our reflections derive from the disappointing results of an assignment asking students to articulate their learning by making claims to knowledge. Our interpretation argues for the need for reflexive practice by faculty as well as a systemic focus on developing students as more sophisticated "knowers," especially in the management classroom.

In this article, we argue for advancing grounded curricula, which explicitly link theory and pedagogy, and executing them in authentic and multidisciplinary settings as a means to facilitate student growth into integrative learners. We describe the development of a student-centered learning experience that combines elements of critical management education, situated learning, and design thinking. The commonalities between a critically based pedagogy and design thinking create a context for collaboration that enables students to acquire attributes consistent with integrative learners: critical reflection, multiliteracy, the ability to negotiate identity, engage in constructive critique, become skilled in knowledge transformation, and create tangible and implementable outcomes. Drawing from 13 years of pedagogical experimentation, this article contributes to the domain of management education by providing greater specification to the concept of integrative learning, as well as articulating a novel and effective pedagogy based in design thinking. We present our story in three acts, showing how our methodology can enable transformative student learning and offer faculty invigorating teaching experiences.

The Ecollaborative is an interdisciplinary course where teams of students from business, industrial design, and environmental studies create or redesign a product for a corporate client using principles of sustainable design and development. Three aspects of this course make it valuable to students: the use of critical pedagogy, a collaborative approach to innovation management (across disciplines and organizations), and a real-world context. The resulting learning experience empowers students to move beyond discipline-specific models of new product development and to use principles of sustainability to drive innovation.

This article explores teaching as an artful endeavor not unlike composing music, painting pictures, choreographing dance, or writing poetry. This art metaphor illustrates the creativity, discipline, and emotional and spiritual energy central to a learning paradigm where the reward for teaching is in the doing. The article focuses on the importance of bringing passion to and deriving meaning from teaching, the emergent nature of the learning journey, and the need to foster student self-sufficiency for life-long learning.

Although restructuring may represent an appropriate managerial response to global competitive pressures of the 1990s, initial research indicates that reorganizing efforts such as downsizing and re‐engineering are not improving organizational performance. The thesis is that structural approaches to change represent only part of the solution to a complex dilemma. Management also needs to address the role of emotion, and spirituality in particular, in the change process. Develops the concept of spirituality as a kind of positive emotion that serves as a thread connecting the non‐rational dimensions of human behaviour that are so integral to implementing change. The Porras and Silvers (1991) model, which distinguishes organizational transformation from organizational development as intervention strategies, is extended by incorporating the emotional aspects of critical variables into the organizational transformation approach. Variables include vision, transformational leadership, intrinsic motivation depicting work as play, and organizational alignment. Discusses implications for managing spirituality.

Teaching an introductory undergraduate organization theory and design (OT) course can be both challenging and frustrating, due in large part to students' lack of organizational experience as well as to the inherent complexity of the topics. This article describes a pedagogy that draws on dialectical inquiry (thesis-antithesis-synthesis) and involves students actively in classroom learning. Concepts are introduced through dichotomies as typically introduced in OT texts, and discussion elaborates the gray areas between contradictory anchors and relationships among concepts. Finally, addressing case analysis through dialectical debate provides students with an opportunity to better comprehend the often ambiguous and paradoxical nature of managing in contemporary organizations.