The terrorist events of September 11th shocked the world. Management professors needed to deal with these events in their classrooms. Using qualitative methods based on 37 interviews across four universities, we report in this article results of a study that explored professors' responses to the September 11th events and drivers that influenced these responses. Results from this research offer insight into professors' pedagogical practices in times of trauma.
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Clair et al. (2002) studied this question.
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