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Full Description
This comprehensive and wide-ranging Handbook offers insights into real-world classroom experiences of educators who have developed inclusive approaches to learning and teaching within schools of business and management. Written by leading practitioners from the British Academy of Management community, it provides good practice guides and examples of how to implement initiatives whose success is supported by evidence.
The Handbook of Inclusive Learning and Teaching in Business and Management covers four priorities for inclusive learning and teaching: curriculum content and assessment, belonging and engagement, learning environment and approaches, and digital and blended approaches. This Handbook will influence both the design and delivery of business and management learning and teaching, and the scholarship of inclusive learning and education.
Researchers and educators across - and beyond - different areas of business and management will benefit from this book's engaging and accessible content. It will also prove useful for students aspiring to become tenured academics.
Contents
Contents
Introduction to the Handbook of Inclusive Learning and Teaching in
Business and Management 1
Martyna Śliwa, Lisa Anderson, Kate Black, Caroline Chaffer, and Jill Webb
PART I CURRICULUM CONTENT AND ASSESSMENT
1 The gap between rhetoric and reality: an audit of postgraduate
curricula for evidence of equality, diversity, and inclusion 14
Christina Schwabenland, Alexander K. Kofinas, and Kevin
Hainsworth
2 Democratising the curriculum: inclusive learning through
students' ownership of assessment 34
Kate Black and Russell Warhurst
3 Embedding diversity, inclusivity, and democracy in the classroom 47
Juliet Kele and Steff Worst
4 Using Lego as a Serious Play (LSP) as an inclusive assessment
strategy with economically, linguistically, and culturally
disadvantaged students: the quest for social justice in
management education 72
Eleni Meletiadou
5 A person-centred approach to researcher development for
business management doctorates 88
Scott Foster, Julie Sheldon, Claire Hannibal, and Mollie Bryde-Evens
PART II BELONGING AND ENGAGEMENT
6 Micro-recognitions of voice as a route to student belonging and
mattering 106
Laura Dixon, Lindsey Gaston, Scott Foster, Olatunde
Durowoju, and Tony Wall
7 Students as Partners: an operational system for EDIR-driven
teaching and learning practice 125
Rebecca Liu and Sophie James
8 Inclusive pedagogic practices for business school executive
education: facilitated belongingness and valued uniqueness 142
Nicola Patterson, Amy Stabler, Sharon Mavin, and Joanne James
PART III DIGITAL AND BLENDED APPROACHES
9 A transformative learning and teaching approach to inclusive
education 165
Ling Xiao, Lucy Gill-Simmen, and Niki Panteli
10 An exploration of engagement and learner success in fully online
learning and implications for inclusive practice 183
Liz Matykiewicz, Jane Neal-Smith, and Susan Cox
11 Blending academic literacy and subject instruction: supporting
international postgraduates through inclusive practices 199
Senika Dewnarain and Fatma Elshafie
12 Bridging the gap: utilising digital solutions to unite business
students across various HE contexts 214
Stella Xu, Xue Zhou, and Ryan Arthur
PART IV LEARNING ENVIRONMENTS AND APPROACHES
13 Experiencing the journey to reflexivity together 232
Bob Townley, Jane Neal-Smith, and Gill Bishop
14 Inclusive professional education for sustainability: the Cranfield
MSc Sustainability 247
Rosina Watson, Kenisha Garnett, and Rosina Borrelli
15 Inquiry-based learning as an inclusive approach to teaching
international students 270
Helen Tracey and Diep Nguyen
16 Final remarks 285
Lisa Anderson, Kate Black, Caroline Chaffer, Martyna Śliwa,
and Jill Webb
Index 287
