Teaching Management

A Field Guide for Professors, Consultants, and Corporate Trainers

Business & Finance, Management & Leadership, Management
Cover of the book Teaching Management by James G. S. Clawson, Mark E. Haskins, Cambridge University Press
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Author: James G. S. Clawson, Mark E. Haskins ISBN: 9781107714007
Publisher: Cambridge University Press Publication: August 3, 2006
Imprint: Cambridge University Press Language: English
Author: James G. S. Clawson, Mark E. Haskins
ISBN: 9781107714007
Publisher: Cambridge University Press
Publication: August 3, 2006
Imprint: Cambridge University Press
Language: English

How can every management class be a dynamic, unforgettable experience? This much-needed book distils over half a century of the authors' combined experience as university professors, consultants, and advisors to corporate training departments. In a lively, hands-on fashion, it describes the fundamental elements in every learning situation, allowing readers to adapt the suggestions to their particular teaching context. It sparks reflection on what we do in the classroom, why we do it, and how it might be done more effectively. The chapters are broadly organized according to things you do before class, things you do during class, and things you do in between and after class, so that every instructor, whether newly-minted PhDs facing their first classroom experience, experienced faculty looking to polish their teaching techniques, consultants who want to have more impact, or corporate trainers wishing to develop in-house teaching skills, can benefit from the invaluable advice given.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

How can every management class be a dynamic, unforgettable experience? This much-needed book distils over half a century of the authors' combined experience as university professors, consultants, and advisors to corporate training departments. In a lively, hands-on fashion, it describes the fundamental elements in every learning situation, allowing readers to adapt the suggestions to their particular teaching context. It sparks reflection on what we do in the classroom, why we do it, and how it might be done more effectively. The chapters are broadly organized according to things you do before class, things you do during class, and things you do in between and after class, so that every instructor, whether newly-minted PhDs facing their first classroom experience, experienced faculty looking to polish their teaching techniques, consultants who want to have more impact, or corporate trainers wishing to develop in-house teaching skills, can benefit from the invaluable advice given.

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