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date: 22 March 2019

Abstract and Keywords

This chapter focuses on what it means to teach students to have an appreciation of paradox. Although scholars have long attended to the competing tensions facing leaders, a paradox lens suggests that tensions should be embraced rather than being a distraction that managers should minimize. A paradox lens has become increasingly important to studies on innovation, social entrepreneurship, and strategic management, yet the implications for pedagogy, and particularly management education, have been under-explored. This chapter examines the potential for conceptualizing paradox as a threshold concept in curriculum design and proposes how this approach can be achieved for students’ learning. Overall, we contribute to a richer understanding of paradoxical theory, and provider greater clarity regarding the ways educators can employ to advance the paradoxical capabilities of participants in management education courses.

Keywords: paradox, teaching, MBA capstone, threshold concepts, competing tensions, capstone teaching

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