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Teaching Methods in Business Series - Call for Volume Authors

  • 1.  Teaching Methods in Business Series - Call for Volume Authors

    Posted 02-08-2019 23:22

    Teaching Methods in Business Series - Call for Volume Authors

    The editors of the established book series invite expressions of interest from individuals who wish to author/co-author one of the planned volumes as described below. Prospective authors should be business academics or corporate trainers with a strong background in business education and active learning pedagogy. Potential authors are invited to discuss their interest and credentials with one of the series editors: Dr. Jeanie Forray (jforray@wne.edu), Dr. Jennifer Leigh (jleigh4@naz.edu) or Dr. Sarah Wright (sarah.wright@canterbury.ac.nz). Selected authors will contract for their volume directly with the publisher with respect to due dates and compensation.

    Edward Elgar Publishing (http://www.e-elgar.com/) is a leading international academic and professional publisher with a strong focus on business management, economics, law, and social sciences. Edward Elgar publishes 350 titles annually and has successfully created a prestigious list of over 5,500 titles. For more information, see https://www.e-elgar.com/about/edward-elgar-publishing-reputation.


    Business education encompasses a wide range of disciplines with all faculty expected to teach effectively within their discipline[1].  The Teaching Methods in Business series provides - in short, targeted, and immediately useful volumes - practical information about engaged classroom techniques for the business classroom. Each volume describes a specific teaching method within its theoretical framework and historical roots in business education, and includes examples of how the method may be implemented, how the method meets the needs of particular learners in specific ways, the method's strengths and challenges, and a list of annotated references drawn from pedagogical journals in business. The series is designed to serve as a practical resource for business educators at all levels of experience from doctoral students in their first teaching assignment to experienced full-time faculty looking to refresh or expand their teaching repertoire. The series is also a resource for adjunct instructors, libraries and university teaching centers.




    Case Analysis*

    Computer Simulations & Gaming*

    Expeditionary Learning

    Group Discussion (Small and Large)

    Journals & Individual Reflection

    Service and Community-Based Learning*

    Teams & Group Work*

    Classroom as Organization

    Course Design and Assessment

    Experiential Exercises – in the Classroom

    Project-Based Learning

    Role Play Simulations


    *Co-authors needed; please inquire of editors if interested in co-authoring


    Author Description

    A brief description (100-150 words) of each author's institutional affiliation and experience with the volume's method.


    Introduction (3000 words – written by series editors)

    Who should read this book (audience, broadly described), how to read the book (design and purpose of series), structure of the volume (preview of volume structure and chapters)


    Chapter 1 - Conceptual/Theoretical Frame (15,000-20,000 words)

    Literature review and discussion of active learning concepts. Includes specific attention to the method within an active learning conceptual framework. Includes history of method and its use in business education.


    Chapter 2 - Considerations for Use (20,000-25000 words)

    Discussion of method as it relates to specific learning contexts and the ways in which these elements may inform an instructor's use of the method. Learning contexts include:

    • Class Size (large lecture, general classroom, small seminar)
    • Location (online, on ground, hybrid)
    • Level of Student Population (undergraduate (may include distinction between lower division and upper division students), master's, doctoral, executive)
    • Institutional Culture
    • Assessment Demands

    Discussion of benefits or strengths as well as the challenges of the method for teachers and learners (drawn from literature as well as the author's experience). May also include discussion of different theoretical/philosophical perspectives regarding use of the method.


    Chapter 3 - How to Prepare and Implement (7,500-10,000 words)

    Pre-class preparation needed prior to using the approach, including suggestions for additional scholarly reading on the topic, directions for implementing (may include differentiation with respect to learning contexts discussed in Chapter 2).


    Annotated Bibliography (7,500-9000 words)

    Annotated descriptions (250-300 words) of 25-30 articles describing and/or depicting the method in use. Articles must come from pedagogical journals in business (ex: Organizational Behavior, Business Education, Business Ethics, Business Law, Entrepreneurship, 
    Human Resource Management, International Business, Management, Marketing, and Strategic Management) and other social science disciplines as appropriate. Each annotation provides enough information that the reader is able to determine whether the article will be a valuable 'further reading' resource for his/her classroom.


    End of book – Glossary, Tools & Resources (teaching conferences, online resource portals, etc.), Index

     [1] Publisher defines Business as: Organizational Behavior, Business Education, Business Ethics, Business Law, Entrepreneurship, HRM, International Business, Management, Marketing, Strategic Management

    Jennifer S.A. Leigh
    Nazareth College
    Rochester NY

    Sarah Wright, PhD
    Senior Lecturer
    University of Canterbury