College of Management and Technology
School of Management
CAP Certified, INFORMS; Professional Education, MIT; Executive Education, Columbia University; Postdoc, Walden University; DBA, Argosy University; MBA, Keller Graduate School of Management; BSBA, DeVry University
Employee and team engagement, integrative thinking and its impacts on decision making, as well as the impacts of shifting demographic, economic, and collaborative requirement on organizational design.
Contributing faculty member for the MBA & MS Management programs, and an analyst, educator, and researcher, Dr. Barclay has experience with a multitude of industry research and analysis projects, focused on distilling a pragmatic view for creating a successful culture of sustainable goal alignment and performance. Roles have included management analyst, outcomes analyst, operations analyst, and marketing operations analyst for organizations in industries ranging from hardware manufacturing to business intelligence. Dr. Barclay additionally brings experience as a distance education director, management program chair, curriculum coordinator, and faculty member for institutions of higher education. He has served on accreditation committees, curriculum committees, ethics committees, and has participated in a number of advisory board meetings as well. He has additionally served as an assessor for the Department of Defense Third Party Education Assessment program, and serves as reviewer for the Academy of Management and the Journal of Instructional Research. He is a member of the Academy of Management, the American Association of University Professors, American Mensa, the International Association for Continuing Education and Training, and the National Business Education Association. Altogether, he has taught 100+ course sections at the associate, baccalaureate, and graduate level, in residence and online. These courses are in the areas of applied management science, public organizational theory, organizational behavior, and group dynamics.
Positive Social Change
In addition to my bio above, I want to take this opportunity to also mention how we are connecting with the mission of positive social change. Personally, I take great pride in serving my academic community. I feel my work as a peer reviewer ensures that not only am I current on the latest research happening in our field. Yet I am equally conscious of how each new article is contributing to the collective body of knowledge, and my review helps to ensure that only the most impactful ideas make the cut. I also feel very strongly that this class is directly related, and entirely tantamount, to our mission of generating positive social change. From metacognition, to fallacies, to bias, and ethics. This course puts a magnifying lens on the issues we grapple with when thinking through problems large and small. How you perceive the world, how you approach problems, how you lead and the viewpoints you include, all speak to critical thinking as a component of effective management. And only through effective management armed by such mission critical resources as curriculum on critical thinking, can we truly enact the positive social change we seek.
The workplace, the professions, the leaders and foot soldiers of civic society must all do their part – and that obligation cannot be spurned or postponed or fobbed off on institutions that are incapable of picking up the responsibility (Gardner, 2006). Institutions of higher learning have existed far before any referenced work concerning concepts such as adult learning strategies. Yet, very little separates the adult from the adult learner and again from those instructing such as myself. As that responsibility exists to ensure the sustainable future of our society, I feel that taking an analytical approach to learning aids in ensuring that both that privilege and responsibility are well served. Finally, as a litmus test for whether I have succeeded as a teacher, I look to Wind & Crook’s definition of advancement. Science sometimes advances not through evolutionary progress in a given framework but through sudden leaps to a new model for viewing the world (Wind & Crook, 2005).
MGMT 6110 - Critical Thinking for Effective Management
MGMT 6180 - Managing Organizational Performance
Post-Doctoral Certificate, Walden University - Minneapolis, MN United States
DBA, Argosy University
MBA, Keller Graduate School of Management
BBA, DeVry University
Mensa Education & Research Foundation Scholarship, Judge - Phoenix, AZ United States
Mandernach, B. J., Barclay, J. P., Huslig, S., Jackson, C. M. (2015). Faculty Engagement as a Function of Instructional Mode and Employment Status. Journal of Instructional Research.
Barclay, J. P. (2011). Examining the Relationship Between Self-Esteem and Extrinsic Career Success Among NLSY79 Young Adult Respondents. ProQuest Dissertations & Theses.
Barclay, J. P. (2013). An Update on Curriculum Mapping and Related Activities. Walden University.