All Stories

  1. A cluster analysis of highly productive business and management education scholars
  2. One Bridge, (at Least) Two Paths: Reflections on “Virtual Classroom Characteristics and Student Satisfaction in Internet-Based MBA Courses”
  3. Republication of “Virtual Classroom Characteristics and Student Satisfaction with Internet-Based MBA Courses”
  4. Legitimation Code Theory (LCT) and development of Business and Management Education (BME) research
  5. Delineating research forums for business and management education scholars: The business and management education influence index
  6. Where are the dedicated scholars of management learning and education?
  7. Guest Editors’ Introduction to the Special Issue
  8. The Little Engine That Could? Analyzing the Impact of Fiechtner and Davis (1984)
  9. What Are the 100 Most Cited Articles in Business and Management Education Research, and What Do They Tell Us?
  10. Delineating Research Forums for Business and Management Education Scholars
  11. Business Education Research: An Identification and Analysis of Key Clusters and Themes
  12. The Influence of Business Concentration on Movement Away From Declining Markets: A Study of Ohio-Based Defense Firms
  13. Learning Through Collaboration and Competition: Incorporating Problem-Based Learning and Competition-Based Learning in a Capstone Course
  14. What Might Online Delivery Teach Us About Blended Management Education? Prior Perspectives and Future Directions
  15. System, scholar or students? Which most influences online MBA course effectiveness?
  16. Impediments to Student Learning Success: A Critical Examination
  17. Development Patterns in Business and Management Education Research: Knowledge-based or Knower-based?
  18. New Uses for Existing Tools? A Call to Study On-line Management Instruction and Instructors
  19. Does academic discipline moderate CoI-course outcomes relationships in online MBA courses?
  20. Blended and Fully Online Management Education: Comparisons and Future Research Directions
  21. What are the Most Influential Articles in Business and Management Education Research?
  22. What If Graduate Management Programs Took Learning Seriously?
  23. Uses of Multivariate Analytical Techniques in Online and Blended Business Education: An Assessment of Current Practice and Recommendations for Future Research
  24. Emerging From the Black Box: AMLE's Continuing Influences on Its Newest Past Editor
  25. Using the Community of Inquiry Framework to Inform Effective Instructional Design
  26. From the Editors: It Takes a Village to Build a Field
  27. Post‐MBA industry shifts
  28. DOES DISCIPLINE MODERATE COI-COURSE OUTCOMES RELATIONSHIPS IN ONLINE MBA COURSES?
  29. Sage, guide, both, or even more? An examination of instructor activity in online MBA courses
  30. A REVIEW OF RESEARCH METHODS IN ONLINE AND BLENDED BUSINESS EDUCATION: 2000-2009.
  31. Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*
  32. Introduction: And Now for Something Completely Different-Business School Envy?
  33. Do Undergraduates and MBAs Differ Online?: Initial Conclusions From the Literature
  34. A review of research on online and blended learning in the management disciplines: 1994–2009
  35. Overview of online business and management education
  36. Where should we go from here?
  37. The ‘soft/non-life’ discipline: information systems research in online teaching and learning
  38. The ‘soft/life’ disciplines: management and marketing in online business education
  39. Multi-disciplinary and program-level research in online business education
  40. Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study
  41. The ‘hard’ business disciplines: accounting, operations, economics, finance and research in online teaching and learning
  42. From the Editors Raising the Veil: Insights Into AMLE's Review Process.
  43. From the Editors: Strengthening the Field's Foundation
  44. Research in online and blended learning in the business disciplines: Key findings and possible future directions
  45. Seeking feedback in blended learning: competitive versus cooperative student attitudes and their links to learning outcome
  46. From the Editors: Building on a Solid Foundation
  47. Introduction: Foundations and Futures
  48. Instructors as Facilitators of Learner–Learner Interaction in Third-Generation Learning Environments
  49. Community of Inquiry Framework: Validation and instrument development
  50. Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses?
  51. Introduction: Generating Research Perspectives From Educational Tools
  52. From the Editor: Starting the Long March to Legitimacy
  53. Introduction: Blended Learning: Research and Practice
  54. Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample
  55. Introduction: Project Management Education: Emerging Tools, Techniques, and Topics.
  56. DOES THE COMMUNITY OF INQUIRY FRAMEWORK PREDICT OUTCOMES IN ONLINE MBA COURSES?
  57. Introduction: Balancing Stability and Change in Management Education and Resource Reviewers.
  58. The importance of participant interaction in online environments
  59. SPECIAL SECTION: Training Academics From an Evidence-Based Perspective? A Special Review Section on Hard Facts, Dangerous Half-Truths, and Total Nonsense: Profiting From Evidence-Based Management.
  60. Researching the community of inquiry framework: Review, issues, and future directions
  61. Introduction: Leadership Development: Micro, Macro, or Both?
  62. An Investigation of Epistemological and Social Dimensions of Teaching in Online Learning Environments.
  63. Separating the effects of knowledge construction and group collaboration in learning outcomes of web-based courses
  64. Introduction: On Human Resources, Humility, and Humor.
  65. Introduction: Selecting and Stocking the Management Educator's Toolbox.
  66. Virtual and Traditional Feedback-Seeking Behaviors: Underlying Competitive Attitudes and Consequent Grade Performance
  67. Does “teaching presence” exist in online MBA courses?
  68. Dialogue on Miller's (2002) “Competitive Strategy of Religious Organizations”: An Introduction
  69. Searching for a Resource to Teach Strategy? Try Looking Here.
  70. A CONFIRMATORY STUDY OF "TEACHING PRESENCE" IN ONLINE MBA COURSES.
  71. Interaction and Learning
  72. Book and Resource Reviews
  73. Is There an Optimal Design for On-Line MBA Courses?
  74. A MULTI-COUNTRY COMPARISON OF PERCEIVED ENVIRONMENTAL CHARACTERISTICS, INDUSTRY EFFECTS, AND PERFORMANCE IN ENTREPRENEURIAL FIRMS
  75. International online management education courses: A study of participation patterns
  76. Of Common Themes, Deliberate and Emergent.
  77. How Much Does "Subject Matter" Matter? A Study of Disciplinary Effects in On-Line MBA Courses.
  78. A STUDY OF DISCIPLINARY, STRUCTURAL, AND BEHAVIORAL EFFECTS ON COURSE OUTCOMES IN ONLINE MBA COURSES.
  79. Learning to learn online: A study of perceptual changes between multiple online course experiences
  80. In Defense of Using Quantitative Approaches to Research Networked Management Learning
  81. Rhythms of Academic Life: Personal Accounts of Careers in Academia (Book).
  82. Distance Training: How Innovative Organizations Are Using Technology to Maximize Learning and Meet Business Objectives (Book).
  83. Reversing the Spirituality Lenses: Challenges and Opportunities for Strategy Research
  84. Facing Up to Management Faddism: A New Look at an Old Force (Book).
  85. TESTING THE APPLICABILITY OF LEARNING THEORIES TO WEB-BASED MBA COURSES.
  86. OUTSOURCING INTENSITY, STRATEGY, AND GROWTH IN ENTREPRENEURIAL FIRMS
  87. Beyond Change Management: Advanced Strategies for Today's Transformational Leaders (Book).
  88. Managing the on-line classroom
  89. Technological and Structural Characteristics, Student Learning and Satisfaction with Web-Based Courses: An Exploratory Study of Two On-Line MBA Programs
  90. A LONGITUDINAL STUDY OF TECHNOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF WEB-BASED MBA COURSES.
  91. How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses
  92. An Exploratory Study of the Effects of Gender on Student Learning and Class Participation in an Internet-Based MBA Course
  93. Virtual Classroom versus Physical Classroom: An Exploratory Study of Class Discussion Patterns and Student Learning in an Asynchronous Internet-Based MBA Course
  94. Virtual Classroom Characteristics and Student Satisfaction with Internet-Based MBA Courses
  95. How Classroom Environment and Student Engagement Affect Learning in Internet-based MBA Courses
  96. AN EXPLORATORY STUDY OF PREDICTORS OF STUDENT SATISFACTION IN INTERNET-BASED MBA COURSES.
  97. An Exploratory Comparison of Student Learning and Class Participation in a Traditional Classroon and an Asynchronous Internet Based MBA Course.
  98. NEW FIRM GROWTH AND DEVELOPMENT: A REPLICATION AND EXTENSION OF REYNOLDS’ RESEARCH
  99. Assessing present practices for defense conversion in small to medium-sized firms
  100. DETERMINING PLANNING PROCESS DIFFERENCES FOR GROWTH-ORIENTED NEW VENTURES: A QUALITATIVE ANALYSIS OF HIGH-TECH AND NON HIGH-TECH FIRMS
  101. Gender Differences in Online Courses
  102. Interaction Difficulty with Online MBA Course Measure
  103. Gender Differences in Online Courses
  104. Distance Learning and Web-Based Instruction in Management Education
  105. Multi-Disciplinary Studies in Online Business Education
  106. A Review of Research Methods in Online and Blended Business Education