Business School Professors’ Teaching Approaches and How They Change

Mesny, Anne; Rivas, David Pastoriza; Haro, Serge Poisson‐de

doi:10.5465/amle.2018.0018

Cited by 25 publications

(15 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Model 1 findings also support previous research that RMEL requires active learning/experiential pedagogies that engage students fully (Hope et al , 2020; Sunley and Leigh, 2017) and that management education should replace teacher-centered learning strategies with learner-centered ones (Mesny et al , 2021). Each assignment that had a statistically significant, positive effect on the opportunity to study the SDGs (Model 1 b) was an active/experiential learning assignment that required extensive student engagement to complete.…”

Section: Discussionsupporting

confidence: 81%

“…Despite these challenges, scholars agree that active/experiential learning pedagogies are most effective for engaging students with sustainability (Hope et al , 2020; Mesny et al , 2021; Sunley and Leigh, 2017). What unites active and experiential pedagogies is a constructivist approach to learning that posits that students learn better when they discover and apply knowledge, when they are actively engaged in the learning process, and when they derive meaning from their experience (Hrivnak, 2019).…”

Section: Sustainable Development the Sustainable Development Goals An...mentioning

confidence: 99%

See 1 more Smart Citation

Teaching sustainable development: an approach to rapidly introducing the UN sustainable development goals into an undergraduate business curriculum

Collier

Odell

Rosenbloom

2022

JGR

View full text Add to dashboard Cite

Purpose The purpose of this study is to determine whether an undergraduate business program that rapidly introduced sustainable development into its curriculum, without an overall curriculum revision, was effective in terms of student engagement with the UN Sustainable Development Goals (SDGs) and what factors were most important for deepening student interest. Design/methodology/approach This study used a pre-test/post-test design at one academic institution, in several different core courses, offered multiple times over three years, to assess the effectiveness of the curriculum approach taken. Findings Including a significant, SDG-focused assignment in an existing business course increased student learning about the SDGs, student curiosity about the SDGs and students’ feelings of competence to advance the SDGs after graduation. Having a faculty member who can make a strong business case for the SDGs increased student commitment to the goals. These positive outcomes were consistent across business school majors and were not specific to particular courses or faculty. Research limitations/implications Data in this study were collected at the course level and did not contain information to identify unique students across the pre- and post-tests. Given the long timeline for curriculum change at the institutional level, these findings provide a way forward for business schools and business school faculty who desire to react quickly to bring these topics into management education. Originality/value To the best of the authors’ knowledge, this is the first study to use survey data collected over multiple semesters to test whether course-level interventions increase student engagement and interest in the SDGs.

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Sustainable Development the Sustainable Development Goals An...mentioning

confidence: 99%

Teaching sustainable development: an approach to rapidly introducing the UN sustainable development goals into an undergraduate business curriculum

Collier

Odell

Rosenbloom

2022

JGR

View full text Add to dashboard Cite

show abstract

“…Traditional teaching and learning often involves lectures, class discussions, memorisation, and regurgitation of theoretical course content during tests and examinations (Uddin 2021;Teng et al 2019). The focus is on the teacher and what they do (Mesny et al 2021). In general, the teacher oversees the learning environment, i.e., what is taught and how it is taught.…”

Section: Business Schools Teaching and Learning Methodsmentioning

confidence: 99%

“…No one teaching method or pedagogical approach is enough to produce the wide range of skills required to prepare students for today's workplace (Virtanen and Tynjala 2019;Anthony and Garner 2016). Students are encouraged to be active participants in the construction of new knowledge and take ownership of their own learning experience (Longmore et al 2018;Grossman et al 2016;Mesny et al 2021). Learning in real-world conditions in collaboration with others is encouraged.…”

Section: Business Schools Teaching and Learning Methodsmentioning

confidence: 99%

Graduate Employability of Business Students

Mainga

Murphy-Braynen

Moxey

et al. 2022

Administrative Sciences

View full text Add to dashboard Cite

The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.

show abstract

“…The last decades have witnessed a transformation in the learning environments. These changes further enabled the implementation of innovative pedagogical approaches entwined with modern technology (Valtonen et al 2021 ), like the integration of information & communication technology (ICT) teacher or student-centred approaches (Mesny et al 2021 ). Educators frame and decide on the course’s structure, content, and educational process (Greenberg et al 2007 ).…”

Section: Academic Dishonesty Since the Covid-19 In Different Learning...mentioning

confidence: 99%

Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Eshet

Steinberger²,

Grinautsky

2022

Int J Educ Integr

View full text Add to dashboard Cite

This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments (Face to Face -F2F, Planned Online Environment – POE, and Emergency Remote Teaching – ERT). Self-determination theory (SDT) provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments (POE, ERT), mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches.

show abstract

Business School Professors’ Teaching Approaches and How They Change

Cited by 25 publications

References 49 publications

Teaching sustainable development: an approach to rapidly introducing the UN sustainable development goals into an undergraduate business curriculum

Teaching sustainable development: an approach to rapidly introducing the UN sustainable development goals into an undergraduate business curriculum

Graduate Employability of Business Students

Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Contact Info

Product

Resources

About