Minimal structures: from the classroom to management structures

Abstract

In this paper, we discuss the topic of participation in the classroom and explore its implications for management development. We suggest that participation is triggered when there is motivation (interest in course content) and potential (resources) for it. The success of participation depends on the presence of a minimal interaction structure and results in higher levels of perceived learning and perceived class quality. The paper advances a process approach to organizational participation and highlights the necessity of a dialectical approach to organizational phenomena.