Exploring New Principles and Practices for Management Education

Previous editorials have suggested that our society is undergoing transforma-tions that require us to replace conventional ideas about management with new principles and practices that can help us address myriad economic, envi-ronmental, technological, health-related, and social concerns (Schmidt-Wilk, 2009a, 2009b; see also Gallos, 2008). With this issue of JME, I am delighted to announce that this needed creative process is already underway. The articles in this issue report uncommon perspectives about the role of the individual management professor, the institutional context of management education, and a theory underlying much of management theory. The final article pres-ents a basic course in business, originally designed for impoverished Honduran entrepreneurs, that cuts through the “silo ” approach to teaching by integrating marketing, finance, operations, and strategy. The principles espoused in these contributions are often diametrically opposed to the principles our field has relied on in the past, as that may be exactly what is required to address the needs of our time. Three of the four articles in this issue also offer classroom pedagogies for sharing ideas and understandings with students. The Articles in This Issue In the opening article, Fahri Karakas defines positive management education, an innovative practice-based teaching and learning model. Just as positive psychology, positive organizational scholarship, and positive organizationa