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Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.

Student-generated case materials involve description of an experience-based situation, analysis, generation of alternatives, action plan, and reflection. They address weaknesses of traditional case analysis, including implementation of alternatives and reflection on one's perceptions and behavior. (Contains 34 references.) (SK)

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered. [ABSTRACT FROM AUTHOR]

Purpose – Although the sabbatical leave is an integral part of academic life, there has been relatively little empirical, theory-driven research of the process. The purpose of this paper is to integrate the limited research on faculty sabbaticals with the careers literature to offer a new approach for the study of this important tool for faculty development. Design/methodology/approach – A review of the empirical studies on faculty sabbaticals was performed and used in conjunction with the kaleidoscope career model (KCM) and the theory of planned behavior (TPB) to develop a model to guide future research. Findings – The decision to take a sabbatical is complex and may have long-lasting implications for an individual's career. It is important to examine how factors that impact the perceived feasibility of the sabbatical (e.g. organization, country social norms) and desirability (e.g. need for authenticity, balance and challenge) influence the decisions, goals and outcomes of the sabbatical. Research limitations/implications – The use of the KCM, the TPB and the careers literature provides a theoretical foundation to study faculty sabbaticals as a distinct event in an individual's career development. Practical implications – The proposed framework can be used by faculty members to determine the feasibility and desirability of taking a sabbatical as well as what factors which may encourage or limit sabbatical opportunities. Originality/value – This conceptual paper uses a careers lens to provide a theory-driven framework which can be used to conduct much needed research on faculty sabbaticals. [ABSTRACT FROM AUTHOR]