In this article, we show that “photovoice” and “photo-elicitation” are user-friendly, versatile techniques uniquely beneficial in International Business programs where English-mediated instruction is the norm. These techniques engage young adult students deeply in subject material as well as create the opportunity for students to develop extemporaneous or impromptu English speaking skills. Photovoice and photo-elicitation lend themselves to being quintessential andragogy-in-action: learner-directed not teacher-directed, use of dialogue instead of monologue, and focus on student outcome choices instead of teacher-programmed assignments. They foster high interactivity not passive (silent) absorption in the teaching/learning process and stimulate cocreation of diverse meanings, interpretations, and imaginations. Course content is made relevant and reinforced as students are helped to find, share, and value their own personal empowering and authentic “voice”—in English.

In a Taiwan-based international business administration program, students from Haiti, Holland, Hong Kong, India, Indonesia, Malaysia, Mongolia, Taiwan, Thailand, Turkmenistan, USA, and Vietnam were able to deepen their knowledge of core course content while simultaneously engaging in extemporaneous English speaking and/or delivery of English speaking presentations. Through the innovative use of original Pecha Kucha presentations, creations of 3D art work, and displays of 2D black-and-white photographs students felt that learning outcomes were achieved in an innovative, meaningful fashion at a depth and breadth not captured through traditional assessment approaches. In total, responses by 149 students to a 25-item survey demonstrated that the engagement of course material was perceived as substantially more challenging than the more commonplace lecture delivery method. This paper reviews the results of an accumulating study, the results of which contribute to a growing field within management education that seeks to integrate multimodality and methods of teaching/learning.

The purpose of this article is to present a praxis-based pedagogy in the classroom teaching of spirituality and work to working adult students. The article provides an overview of classroom scholarship that illuminates activities for transformational learning and emphasizes the importance of four key dialogues: self-dialogue, dialogue with co-workers, dialogue with classmates, and dialogue with the teacher. Such dialogues provide a pathway through the challenges of teaching/learning about spirituality and work by making available an open space for meaning-making and critique around spiritual experiences of work. The author’s metalogue throughout provides a parallel dialectical structure relating to the core content; a faithful demonstration to walk the talk of praxis.

During the Academy of Management meeting in Denver, Colorado (August 2002), a team of members of the Academy's Management, Spirituality and Religion Interest Group (MSR) interviewed Ken Wilber at his down-town Denver apartment. Known as a leading voice in spirituality and the founding father of the Integral Institute, Ken Wilber presents in this interview some of his views on the challenges of integrating spirituality in organizations, in terms of management practice, research and education.