batches, and in general audiences. We know very little, for example, about the uses and limitations of self-paced instruction, the structures and conditions for self-learning groups, or the impact on attitudes and behavior in vicarious learning situations. We need to experiment with and learn from alternative ways to move from knowledge acquisition to analytical maturity to judgment enhancement and even wisdom (e.g., Gentry & Burns, 1981). These and other cracks in our pedagogical knowledge beg innovation and research.
In this chapter, I endeavored to do several things: sketch the historical circumstances of OB classroom teaching, describe the rich and expanding array of OB teaching techniques currently available, suggest several fundamental conceptual considerations behind OB's classroom pedagogies and materials, and offer some conjecture of where OB teaching is and should be going. Organizational behavior classroom teaching is an unusually challenging endeavor. Choices abound--for content, methods, and course design--exacerbated by a growing knowledge base, new pedagogical innovations, new and differentiated student populations, curricular reforms, and changing organizational and societal contexts. Although OB may lead other business fields in terms of the vitality and variety of its instruction, much still needs to be learned about what is appropriate and effective. The early aspiration of OB classroom teaching has been clearly met; the present is exciting; and the future of OB teaching is promising indeed.
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