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Staying alive to learning: Integrating enactments with case teaching to develop leaders

Author

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  • Thomas N. Gilmore

    (University of Pennsylvania, Philadelphia, Pennsylvania)

  • Ellen Schall

    (New York University, New York, New York)

Abstract

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Suggested Citation

  • Thomas N. Gilmore & Ellen Schall, 1996. "Staying alive to learning: Integrating enactments with case teaching to develop leaders," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 15(3), pages 444-456.
    • Handle: RePEc:wly:jpamgt:v:15:y:1996:i:3:p:444-456
    DOI: 10.1002/(SICI)1520-6688(199622)15:3<444::AID-PAM8>3.0.CO;2-I
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    References listed on IDEAS

    as
    1. Richard F. Elmore & Ronald A. Heifetz & Riley M. Sinder & Alice Jones & Lynn M. Hodge & Keith A. Rowley, 1989. "Teaching and assessing leadership courses at the John F. Kennedy school of government," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 8(3), pages 536-562.
    2. Michael O'hare, 1993. "Talk and chalk: The blackboard as an intellectual tool," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 12(1), pages 238-246.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Crittenden, Victoria L., 2005. "Cross-functional education: the need for case development," Journal of Business Research, Elsevier, vol. 58(7), pages 955-959, July.
    2. Theresa A. Flynn & Jodi R. Sandfort & Sally Coleman Selden, 2001. "Curriculum and Case Notes," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 20(3), pages 551-564.
    3. repec:arp:tjssrr:2019:p:846-850 is not listed on IDEAS

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