The study of emotion in organizations has advanced considerably in recent years. Several aspects of this research area make calls for its translation into business curricula particularly compelling. First, potential benefits to students are significant. Second, important contributions to this scholarship often come from the classroom. Third, emotions are part of the learning process and, when aroused, improve learning and retention. Finally, given that the study of emotion in organizations has become central to our understanding of behavior at work, it is simply time to integrate current scholarly research into education and practice. For all these reasons, this article has two aims: to introduce business educators to the domain of emotion in organizations for classroom use and to provide teaching resources to those starting to integrate emotion into existing courses. References are provided for further reading where discussion is necessarily abbreviated. Encouragement for greater participation in the scholarship of teaching and learning in this area is also provided.
Interest in the emotion in organizations has steadily grown over the last few years. We’re pleased to highlight Janine L. Bowen’s article, “Emotion in Organizations: Resources for Business Educators” found in the February edition of Journal of Management Education.recent years. Several aspects of this research area make calls for its translation into business curricula particularly compelling. First, potential benefits to students are significant. Second, important contributions to this scholarship often come from the classroom. Third, emotions are part of the learning process and, when aroused, improve learning and retention. Finally, given that the study of emotion in organizations has become central to our understanding of behavior at work, it is simply time to integrate current scholarly research into education and practice. For all these reasons, this article has two aims: to introduce business educators to the domain of emotion in organizations for classroom use and to provide teaching resources to those starting to integrate emotion into existing courses. References are provided for further reading where discussion is necessarily abbreviated. Encouragement for greater participation in the scholarship of teaching and learning in this area is also provided.
