Abstract
In this paper, we argue that we face an interaction paradox in management education. We thus have a situation where students want to talk to their teachers and teachers want to engage in dialogue but neither side seems to get anywhere. Using qualitative and quantitative data from both business school students and teachers, we explore the reasons for this paradox and look for possible solutions. Based on our analysis and interpretation of the data, we propose a conceptual model that shows how feedback is fundamental for effective learning. The conceptual model can be used to understand the interaction paradox. It has implications for both individual teachers and, on an institutional level, for creating conditions conducive for effective feedback and dialogue between students and teachers.
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