Diss. Univ. Bayreuth, 2007.

Analyse of directional processes in choice firm checked with state and refer for improvement position.

My thesis has a dual focus. It is an account of both the journey of my inquiry, and the outcome of that inquiry. The Professional Doctorate, for which this work is submitted, emphasises practice development and at all times I have kept a watchful eye on my progress towards becoming a 'scholarly professional'. I am a facilitator - this means taking a variety of roles, including group leader, supervisor, coach, mentor, change agent. I use the term 'facilitator' as shorthand for all of these. My thesis makes a contribution to practical knowledge in relation to the subject matter and the methodology. My main focus is the practice of group facilitation, especially the way that a facilitator can work in a distress free manner, when the presence of the facilitator is apparent and distinct through an individual signature. I take the optimistic stance that facilitator presence can be developed, and have gathered a range of ideas that may support the practitioner in this respect, predominantly drawn from my own experiential and theoretical learning. With regard to autoethnography, the issue of judgement criteria is a particular offering. I see the whole of my thesis as autoethnographic, and have navigated a fine line between doing autoethnography, and finding out what an autoethnography is. In fully committing to this methodology, I take on the responsibility of writing from my own experience, whilst incorporating insights from the work of predecessors and peers.

Book Summary: Ever-evolving technological innovation creates both opportunities and challenges for educators aiming to achieve meaningful and effective learning in the classroom and equip students with a well-honed set of technology skills as they enter the professional world. The Handbook of Teaching with Technology in Management, Leadership and Business is written by experienced instructors using technology in novel and impactful ways in their undergraduate and graduate courses, as well as researchers reporting and reflecting on studies and literature that can guide them on the how and why of teaching with technology. Combining insights from research and practice, this comprehensive Handbook provides a state-of-the-art reflection on the role and effectiveness of technology in management, leadership, and business education. It offers a variety of resources and guidelines for the application of technology across different educational contexts and courses, and explores how specific digital tools, software, and applications have been used in the classroom to promote student engagement, assessment, collaboration, learning, and leadership. The broad range of chapters will support educators, administrators, instructional designers, researchers, chief information officers, and teaching technology developers seeking to expand their knowledge on the use of teaching and learning technologies in higher-education level management, leadership, and business programs.

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