Using mind maps to study how business school students andfaculty organize and apply general business knowledge

Mark John Somers; Katia Passerini; Annaleena Parhankangas; Jose Casal

doi:10.1016/j.ijme.2013.11.001

Using mind maps to study how business school students andfaculty organize and apply general business knowledge

Mark John Somers, Katia Passerini, Annaleena Parhankangas, Jose Casal

MT School of Management

Research output: Contribution to journal › Article › peer-review

44 Scopus citations

Abstract

Concerns have been raised that business school pedagogy has limited students' intellectual development with respect to integrative thinking, synthetic reasoning and the ability analyze complex problems. Mind maps were used in this study to explore these concerns. Specifically, undergraduate and MBA students, and business school faculty performed a mind mapping exercise for a complex, multifaceted problem. Results supported concerns about students' intellectual development. Mind maps indicated that advanced undergraduate and advanced MBA students partitioned knowledge into distinct silos and that their knowledge bases were thin. In contrast, business school faculty developed rich mind maps characterized by dense connections among concepts. Implications of these findings for business school pedagogy were discussed.

Original language	English (US)
Pages (from-to)	1-13
Number of pages	13
Journal	International Journal of Management Education
Volume	12
Issue number	1
DOIs	https://doi.org/10.1016/j.ijme.2013.11.001
State	Published - Mar 2014

All Science Journal Classification (ASJC) codes

Education
Strategy and Management

Keywords

Business school model
Cognitive maps
Mind maps
Student learning

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10.1016/j.ijme.2013.11.001

Cite this

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AU - Parhankangas, Annaleena

AU - Casal, Jose

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Using mind maps to study how business school students andfaculty organize and apply general business knowledge

Abstract

All Science Journal Classification (ASJC) codes

Keywords

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