Honing Self-Awareness of Faculty and Future Business Leaders
Emotions Connected with Teaching and Learning
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- Description
- Contents
- Reviews
- About
Addressing the topic of emotions in the classroom is largely done by education and psychology scholars, not those in management fields. Occupying this gap, the chapter authors emphasize self-awareness and management of emotions to strengthen student engagement, well-being and performance in complex and ambiguous societal and economic VUCA environments.
Honing Self-Awareness of Faculty and Future Business Leaders prepares 21st century managers and teachers in business schools and other higher education institutions – not only be able to deal with emotions that arise in the classroom, but to emanate heightened emotional intelligence themselves – aiding personal and interpersonal development and forming the foundation of leader self-awareness.
Foreword; Judi Neal
- Chapter 1. Managing Emotions for Teachers and Students: The Litmus Test of Inner Awareness; Payal Kumar, Tom Culham, Richard J. Major, and Richard Peregoy
- Theme 1. Working with Student Emotions
- Chapter 2. Emotional Discomfort as a Catalyst for Breaking Through Students’ Self-Perceived Capabilities; Blake Kanewischer, Sonja L. Johnston, Jaci Lyndon, and Megan Glancey
- Chapter 3. Emotional Intelligence, Boredom Proneness, and Student Cyberloafing Behavior; Chitra Khari and Prachi Bhatt
- Chapter 4. Should Mindfulness Practices Be Mandatory in Business Education?; Dunia A. Harajli and Bart F. Norré
- Chapter 5. Mental Illness as an Outcome of Racial School Bullying: An Evocative Auto-ethnographic Account of a Professor; Payal Kumar
- Chapter 6. Teaching in a Complex System: Using Systems Thinking to Facilitate Social-Emotional Learning in the College Classroom; Elizabeth A. Luckman
- Chapter 7. Using Audience Response Systems to Facilitate Student Self-Awareness in Leadership Development Programs; Eunice Maytorena-Sanchez and Courtney E. Owens
- Theme 2. Working with Teacher Emotions
- Chapter 8. Catch and Release: Tools for Dealing with Teacher Stress; Antonina (Tonya) Bauman
- Chapter 9. Reframing Self in the Classroom: Interdependent Reflexivity for Enhancing Self-Awareness; Susan S. Case, H. Michael Schwartz, and Sharon F. Ehasz
- Chapter 10. Maybe the Problem is not Our Students but Us: Developing Faculty Personal-Interpersonal Capacity; Craig R. Seal, Krystal Miguel Rawls, Marquis E. Gardner-Nutter, and Selina Sanchez
- Chapter 11. Learning to Surf: Catching the Waves of Dynamic Emotions in Experiential Teaching; Emily Morrison, Henriette Lundgren, and SeoYoon Sung
- Chapter 12. Our Better Angels: A Neuro-Psychological Theory of Faculty Development; Deborah J. Natoli
- Chapter 13. Teaching Adult Learners by Drawing on Heightened Instructor Awareness and Collaborative Autoethnography; Richard Peregoy, Payal Kumar, Richard J. Major, and Tom Elwood Culham
- Chapter 14. Emotions in the Virtual Classroom: Understanding the role of Emotional Intelligence amidst COVID-19 Blues; Arti Sharma and Sushant Bhargava
- Chapter 15. Arts-Based Pedagogy in Management Education: Personal Reflections; Charlie Yang, Ekaterina Ivanova, and Maria Ivanova
In the nearly 30 years since the advent of the ‘affective revolution,’ scholars and practitioners alike have gradually come to understand that the world we live in cannot be understood solely in terms of mechanical or cognitive principles. The chapters in this volume demonstrate this realization and deal with a wide variety of human experience, both in the classroom and at work. In particular the chapters reveal how, through becoming mindful of our emotions we can improve our self-awareness and personal effectiveness, and in doing so become role models for our students - who will be the leaders of tomorrow.
Retention of learning from collegiate and graduate courses is abysmal. The half-life of knowledge seems to be 6 ½ weeks and needed competency development is sparse despite billions spent on higher education. This collection of essays, models and studies about managing emotions of both students and teachers should sensitize the curious reader and provoke some new approaches. Without engaging the whole student with their emotions as well as ideas and values, we have little hope of motivating retained learning. Combining the right pedagogy and teachers feeling inspired (i.e., handling their own emotions, as well as ideas and values) is essential.
Payal Kumar is Dean of Research & Management Studies, Indian School of Hospitality, India.
Tom Elwood Culham is Lecturer and Researcher at Beedie School of Business at Simon Fraser University, Canada.
Richard J. Major is Professor Global Human Resources, Strategy and Transformation at the Institut de Gestion Sociale, Paris, France.
Richard Peregoy is Associate Professor, Gupta College of Business, University of Dallas, USA.