From the Editor
本文介绍一组关于管理学习与教育的论文，涵盖教学模型对知识获取的影响、户外体验式学习的价值提升、MBA顶点课程功能偏离以及领导力教育的独特视角。
The article introduces a series of papers about management learning and education. First, Sucheta Nadkarni offers insights on the impact of various instructional models on what knowledge students take away from courses that employ those models. Nadkarni draws on the emerging work on mental models--the cognitive maps that people assemble about complex concepts--to understand how variations in instructional methods can shape the complexity of students' mental models about the content matter of a course. Second, John Meyer explores ways that the value of outdoor-adventure experiential learning education can be enhanced. The issue also presents an interview with the winner of the Academy's Distinguished Educator Award. The issue features two Exemplary Contributions. In the first, Larry Greiner, Arvind Bhambri, and Thomas Cummings of the University of Southern California argue that the traditional required MBA capstone course has moved away from its intended interdisciplinary, capstone function to one that now almost exclusively emphasizes introduction of its own theory and analysis. In the second essay, psychologist Robert Sternberg offers an interesting and unique perspective on leadership education.