<![CDATA[Classroom as Organization - Pubs & Presentations]]>Thu, 09 Apr 2020 16:38:56 -0700Weebly<![CDATA[CAO Publications]]>Mon, 09 Jan 2017 08:00:00 GMThttp://class-as-org.davidsbright.com/pubs--presentations/cao-publicationsFrom the bibliography below, we can see that CAO was a hot topic in the management education community from Cohen's seminal article in the 1970's through the mid- 1990's.  The pubs are more scarce in the 2000's, but the ideas still pop up occasionally.

If you would like access to pdf's of these articles,  please contact me. I'll link you to a Zotero group  that contains these references and the files. Also, let me know if you would like to add references to the list.
Classroom-as-Organization Bibliography
  • Athavale, M., Davis, R., & Myring, M. (2008). The Integrated Business Curriculum: An Examination of Perceptions and Practices. Journal of Education for Business, 83(5), 295–301.
  • Balke, W. M. (1981). The Policy Learning Co-Op: Treating the Classroom as an Organization. Journal of Management Education, 6(2), 27–33. doi:10.1177/105256298100600206
  • Barry, D. (1990). Twincorp: Extensions of the classroom-as-organization model. Journal of Management Education, 14(1), 1 –15. doi:10.1177/105256298901400101
  • Betton, J. H. (1991). Simulating organizations: A student-documented history of emergent behavior. Journal of Management Education, 15(2), 193.
  • Clare, D. A. (1976). Organizational behavior, Inc.: Variation on a theme. Journal of Management Education, 2(3), 15–20.
  • Cohen, A. R. (1976). Beyond simulation: Treating the classroom as an organization. Journal of Management Education, 2(1), 13.
  • Cohen, A. R. (1984). Getting It Together; a Response To Terry Connolly _. Journal of Management Education, 9(1), 8 –10. doi:10.1177/105256298400900105
  • Conklin, T. A. (2013). Making It Personal The Importance of Student Experience in Creating Autonomy-Supportive Classrooms for Millennial Learners. Journal of Management Education, 37(4), 499–538. doi:10.1177/1052562912456296
  • Cotton, C. C. (1975). A Major Disaster. Journal of Management Education, 1(4), 25–28. doi:10.1177/105256297500100407
  • Doherty, E. M. (1998). Creation of a learning organization laboratory in the classroom: Expected and unexpected lessons. Journal of Management Education, 22(5), 604–617.
  • DuBose, P. B. (1988). Making the Connection: Organizational Behavior Topics and the Classroom Experience. Journal of Management Education, 12(3), 115–117. doi:10.1177/105256298801200318
  • Gardner, W. L., & Larson, L. L. (1988). Practicing Management in the Classroom: Experience Is the Best Teacher. Journal of Management Education, 12(3), 12 –23. doi:10.1177/105256298801200303
  • Goltz, S. M. (1992). Practicing Management in the Classroom. Journal of Management Education, 16(4), 444 –460. doi:10.1177/105256299201600404
  • Hannah, D. R., & Venkatachary, R. (2010). Putting “organizations” into an organization theory course: A hybrid CAO model for teaching organization theory. Journal of Management Education, 34(2), 200–223. doi:10.1177/1052562909333983
  • Holtham, C. W., Melville, R. R., & Sodhi, M. S. (2006). Designing Student Groupwork in Management Education: Widening the Palette of Options. Journal of Management Education, 30(6), 809–817. doi:10.1177/1052562906287967
  • Houde, J. (2007). Analogically situated experiences: Creating insight through novel contexts. Academy of Management Learning & Education, 6(3), 321–331.
  • Jabri, M. (1997). Modes of Classroom Delivery of Organization Theory: Implications for Management Education. Journal of Management Education, 21(4), 509–521. doi:10.1177/105256299702100406
  • Leigh, E. (2003). A practioner researcher perspective on facilitating an open, infinite, chaordic simulation (Dissertation). University of Technology, Sydney.
  • Lengnick-Hall, C. A., & Sanders, M. M. (1997). Designing effective learning systems for management education: Student roles, requisite variety, and practicing what we teach. Academy of Management Journal, 40(6), 1334–1368. doi:10.2307/257036
  • Massad, V. J., & Tucker, J. M. (2009). Using student managed businesses to integrate the business curriculum. Journal of Instructional Pedagogies.
  • Mazen, A. M. (2000). Like Water for Chocolate: Action Theory for the OB Class. Journal of Management Education, 24(3), 304–321. doi:10.1177/105256290002400303
  • Mazen, A. M., & Jones, M. C. (2000). Transforming the Class into a Learning Organization. Management Learning, 31(2), 147.
  • McCollom, M. (1992). The Group Dynamics Instructor as Boundary Manager. Journal of Management Education, 16(2), 190–203. doi:10.1177/105256299201600205
  • Mezoff, R. M., Cohen, A. R., & Bradford, D. L. (1979). A Dialogue On “Treating the Classroom as an Organization.” Journal of Management Education, 4(1), 25 –36. doi:10.1177/105256297900400106
  • Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2002). Team-based learning: A transformative use of small groups. Greenwood Publishing Group.
  • Miller, J. A. (1991). A comprehensive, “hands-on” model for the introductory undergraduate management course. Journal of Management Education, 15(2), 151 –169. doi:10.1177/105256299101500202
  • Naumes, M. J. (1993). A comparison of two teaching designs using the organization game as a measure of outcome performance. Journal of Management Education, 17(3), 360–373.
  • Neilsen, E. H. (1977). Applying a Group Development Model To Managing a Class. Journal of Management Education, 2(4), 9–16. doi:10.1177/105256297700200403
  • O’Brien, C. D., & Buono, A. F. (1996). CREATING A NETWORKED, LEARNING ORGANIZATION IN THE CLASSROOM. Journal of Management Education, 20(3), 369–381.
  • Obert, S. L. (1982). Teaching micro O.D. skills by developing the classroom organization. Journal of Management Education, 7(1), 23 –26. doi:10.1177/105256298200700104
  • Pendse, S. (1984). E Pluribus Unum: Making a Classroom an Organization. Journal of Management Education, 9(4), 41–51. doi:10.1177/105256298400900407
  • Peters, T. D., & Yanagi, J. S. (2006). A Strategic Management Learning Laboratory: Integrating the College Classroom and the College Human Resource Management Environment. Organization Management Journal, 3(1), 34–53. doi:10.1057/omj.2006.6
  • Putzel, R. (1992). “ Experience base” learning: A classroom-as-organization using delegated, rank-order grading. Journal of Management Education, 16(2), 204–219.
  • Putzel, R. (2007). XB: New-paradigm management of the classroom as a complex organization. Journal of Business and Leadership: Research, Practice, and Teaching, 3(1), 136–143.
  • Putzel, R. (2010). XB: Manual for a learning organization. Colchester  VT: St. Michael’s College.
  • Romme, A. G. L. (2003). Organizing Education by Drawing on Organization Studies. Organization Studies, 24(5), 697 –720. doi:10.1177/0170840603024005002
  • Romme, A. G. L., & Putzel, R. (2003). Designing Management Education:Practice What You Teach. Simulation &amp; Gaming, 34(4), 512–530.
  • Sheehan, B. J., McDonald, M. A., & Spence, K. K. (2009). Developing students’ emotional competency using the classroom-as-organization approach. Journal of Management Education, 33(1), 77–98.
  • Shinn, S. (2003). Junior Executives. BizEd, 49–51.
  • Tubbs, S. L. (1984). Consulting teams: A methodology for teaching integrated management skills. Journal of Management Education, 9(4), 52–57.
  • Tyson, T. (1996, July). Active Learning In A Management School.doc. Presented at the 2nd Pacific Rim Conference on First Year in Higher Education, University of Melbourne, Victoria, Australia.
  • Tyson, T. (1999). CALO-The Class as a Learning Organisation: The CAO model revisited and revistalised. Swinburne University of Technology.
  • Tyson, T. (2000). Experiential learning in a business school. Presented at the 7th Conference of the International Consoritum for Experiential Education, Auckland, New Zealand.
  • Wagner, J. A., & van Dyne, L. (1999). The large introductory class as an exercise in organization design. Journal of Management Education, 23(2), 123 –142. doi:10.1177/105256299902300203
  • Weil, J. L. (1988). Management experientially taught. Journal of Management Education, 12(3), 54.
  • Wright, R., Ruch, W., & Reck, R. (1980). Orchestrating an Experiential Lab. Journal of Management Education, 5(1), 10 –15. doi:10.1177/105256298000500103
]]><![CDATA[2016 Constructivist Meta-Practices]]>Fri, 30 Sep 2016 19:04:20 GMThttp://class-as-org.davidsbright.com/pubs--presentations/2016-constructivist-meta-practicesThis paper describes three metapractices that are embedded within a CAO: students designing elements of the class, students leading other students, students evaluating other students. It shows that there are differential effects of these metapractices on student learning outcomes.
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Click to view full paper]]><![CDATA[2014 OBTC Presentation]]>Thu, 14 Aug 2014 18:50:57 GMThttp://class-as-org.davidsbright.com/pubs--presentations/obtc-presentation I recorded this presentation for the 2014 Organizational Behavior Teaching Conference. I describe the basic philosophy of CAO, and I explain how I use CAO to deliver a course entitled "High Performance Teams."  Download the attached handout for more information.
2014_pdw_on_teaching_pos_handout_-_.docx
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]]><![CDATA[Journal of Leadership Education]]>Wed, 13 Aug 2014 19:07:41 GMThttp://class-as-org.davidsbright.com/pubs--presentations/journal-of-leadership-education
Bright, David S.; Turesky, Elizabeth F., Putzel, R. & Stang, T. (2012) Journal of Leadership Education, vol. 11, issue 1, 157-176.

This article describes the evolution of a typical class as students grow their ability for self-organizing over a term. Table 1 (last two pages) may be especially helpful.
Abstract
Using the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor facilitates emergent activity, creating a classroom structure where students practice leadership behaviors. In this classroom structure, the professor assumes the leadership roles of coach and facilitator. As a result students building the classroom culture together they connect with each other: they develop strong relationships, take initiative, and learn important lessons about leadership. This article concludes with design principles for establishing a classroom of shared leadership in any teaching environment in any subject. 
]]><![CDATA[Q&A with Bob Quinn and David Bright Interview for AMLE]]>Mon, 11 Aug 2014 03:52:18 GMThttp://class-as-org.davidsbright.com/pubs--presentations/qa-with-bob-quinn-and-david-bright-interview-for-amleIn 2013, I was interviewed about my teaching for an article that was submitted to the Academy of Management Learning & Education. Though the article was rejected, the perspective may be of interest. 
interview_on_transformational_teaching_201405-27.pdf
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