Applying neuroplasticity to educating agile-thinking managers

Mark Hill, Jane Cromartie, John McGinnis

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

Findings in neuroplasticity confirm that the brain continues to change over time, and that different types of experience result in different types of change (plasticity). Further, the type of plasticity change enables (or disables) or favors (or discourages) different thinking capabilities. Applying these findings, the authors offer an argument that the type of change enabled by teaching-to-repeat (T2R), a passive learning approach prevalent in business education, prepares students' brains to perform in a manner quite different from that valued by business practitioners. Of perhaps greater importance, educational methods of this sort actively discourage the type of brain development consistent with desired capabilities. The authors propose pedagogy - teaching-to-vary (T2V), consistent with development of a different type of plasticity. They argue that by implementing techniques designed to foster variation, working against the brain's tendency toward a preference for the familiar, business educators can both mitigate T2R effects, and better prepare students' brains to manage in uncertain, often turbulent environments. Caveats and suggestions for future research are offered in closing.

Original languageEnglish
Pages (from-to)39-49
Number of pages11
JournalInternational Journal of Management Education
Volume14
Issue number1
DOIs
StatePublished - 1 Mar 2016

Fingerprint

brain
manager
business education
Teaching
student
Managers
educator
learning
experience

Keywords

  • Agile thinking
  • Brain neurology
  • Familiarity
  • Fixedness
  • Obstacles
  • Plasticity
  • Psychology
  • Rigidity
  • Stability
  • Synapses
  • Teaching -to-repeat versus -to-vary

Cite this

Hill, Mark ; Cromartie, Jane ; McGinnis, John. / Applying neuroplasticity to educating agile-thinking managers. In: International Journal of Management Education. 2016 ; Vol. 14, No. 1. pp. 39-49.
@article{2a257eaa7bfb4c9693622011265eb868,
title = "Applying neuroplasticity to educating agile-thinking managers",
abstract = "Findings in neuroplasticity confirm that the brain continues to change over time, and that different types of experience result in different types of change (plasticity). Further, the type of plasticity change enables (or disables) or favors (or discourages) different thinking capabilities. Applying these findings, the authors offer an argument that the type of change enabled by teaching-to-repeat (T2R), a passive learning approach prevalent in business education, prepares students' brains to perform in a manner quite different from that valued by business practitioners. Of perhaps greater importance, educational methods of this sort actively discourage the type of brain development consistent with desired capabilities. The authors propose pedagogy - teaching-to-vary (T2V), consistent with development of a different type of plasticity. They argue that by implementing techniques designed to foster variation, working against the brain's tendency toward a preference for the familiar, business educators can both mitigate T2R effects, and better prepare students' brains to manage in uncertain, often turbulent environments. Caveats and suggestions for future research are offered in closing.",
keywords = "Agile thinking, Brain neurology, Familiarity, Fixedness, Obstacles, Plasticity, Psychology, Rigidity, Stability, Synapses, Teaching -to-repeat versus -to-vary",
author = "Mark Hill and Jane Cromartie and John McGinnis",
year = "2016",
month = "3",
day = "1",
doi = "10.1016/j.ijme.2016.01.003",
language = "English",
volume = "14",
pages = "39--49",
journal = "International Journal of Management Education",
issn = "1472-8117",
publisher = "Elsevier BV",
number = "1",

}

Applying neuroplasticity to educating agile-thinking managers. / Hill, Mark; Cromartie, Jane; McGinnis, John.

In: International Journal of Management Education, Vol. 14, No. 1, 01.03.2016, p. 39-49.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Applying neuroplasticity to educating agile-thinking managers

AU - Hill, Mark

AU - Cromartie, Jane

AU - McGinnis, John

PY - 2016/3/1

Y1 - 2016/3/1

N2 - Findings in neuroplasticity confirm that the brain continues to change over time, and that different types of experience result in different types of change (plasticity). Further, the type of plasticity change enables (or disables) or favors (or discourages) different thinking capabilities. Applying these findings, the authors offer an argument that the type of change enabled by teaching-to-repeat (T2R), a passive learning approach prevalent in business education, prepares students' brains to perform in a manner quite different from that valued by business practitioners. Of perhaps greater importance, educational methods of this sort actively discourage the type of brain development consistent with desired capabilities. The authors propose pedagogy - teaching-to-vary (T2V), consistent with development of a different type of plasticity. They argue that by implementing techniques designed to foster variation, working against the brain's tendency toward a preference for the familiar, business educators can both mitigate T2R effects, and better prepare students' brains to manage in uncertain, often turbulent environments. Caveats and suggestions for future research are offered in closing.

AB - Findings in neuroplasticity confirm that the brain continues to change over time, and that different types of experience result in different types of change (plasticity). Further, the type of plasticity change enables (or disables) or favors (or discourages) different thinking capabilities. Applying these findings, the authors offer an argument that the type of change enabled by teaching-to-repeat (T2R), a passive learning approach prevalent in business education, prepares students' brains to perform in a manner quite different from that valued by business practitioners. Of perhaps greater importance, educational methods of this sort actively discourage the type of brain development consistent with desired capabilities. The authors propose pedagogy - teaching-to-vary (T2V), consistent with development of a different type of plasticity. They argue that by implementing techniques designed to foster variation, working against the brain's tendency toward a preference for the familiar, business educators can both mitigate T2R effects, and better prepare students' brains to manage in uncertain, often turbulent environments. Caveats and suggestions for future research are offered in closing.

KW - Agile thinking

KW - Brain neurology

KW - Familiarity

KW - Fixedness

KW - Obstacles

KW - Plasticity

KW - Psychology

KW - Rigidity

KW - Stability

KW - Synapses

KW - Teaching -to-repeat versus -to-vary

UR - http://www.scopus.com/inward/record.url?scp=84956643495&partnerID=8YFLogxK

U2 - 10.1016/j.ijme.2016.01.003

DO - 10.1016/j.ijme.2016.01.003

M3 - Article

VL - 14

SP - 39

EP - 49

JO - International Journal of Management Education

JF - International Journal of Management Education

SN - 1472-8117

IS - 1

ER -