Interdisciplinary, Team-Taught, Undergraduate Business Courses: The Impact of Integration

Ducoffe, Sandra J. Smith; Tromley, Cheryl L.; Tucker, Michael

doi:10.1177/1052562905284663

Cited by 41 publications

(61 citation statements)

References 19 publications

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“…The curriculum would further benefit from designing the interdisciplinary courses to be more integrated rather than teach them in a 'silo' approach (Smith-Ducoffe, et al, 2006). Navarro (2008) makes a further claim that knowledge and teaching would need to be decompartmentalized.…”

Section: An Educational Curriculum For a Fintech-skills Portfoliomentioning

confidence: 99%

On the Educational Curriculum in Finance and Technology

Karkkainen

Panos

Broby³

et al. 2018

Internet Science

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Recent technological developments have enabled a wide array of new applications in financial markets, e.g. big data, cloud computing, artificial intelligence, blockchain, cryptocurrencies, peer-to-peer lending, crowdfunding, and robo-advising, inter alia. While traditionally comprising of computer programs and other technology used to support or enable banking and financial services, the new fintech sector is often seen as enabling transformation of the financial industry. A more moderate and critical view suggests that for the full transformative potential of fintech to be enabled, there is a need for an updated educational curriculum that balances knowledge and understanding of finance and technology. A curriculum that provides a skill portfolio in the two core components and complements them with applied knowledge can support the enabling forces which will render fintech as a true opportunity for the financial service industry and for society as a whole. We attempt a scholarship inquiry into the educational curriculum in finance and technology, aiming to inform this modern educational agenda. We review skills shortages, as identified by firms and experts, and examine the state-of-the art by some of the first educational programs in fintech.

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Section: An Educational Curriculum For a Fintech-skills Portfoliomentioning

confidence: 99%

On the Educational Curriculum in Finance and Technology

Karkkainen

Panos

Broby³

et al. 2018

Internet Science

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“…Even interdisciplinary courses, much simpler in their scope, meet difficulties. Pharr (2000), and Ducoffe, Tromley, and Tucker (2006), for example, described the foundations to a successful interdisciplinary course: "(1) sufficient resources (time, effort, and money); (2) commitment of all constituents; (3) scheduling and other flexibility; and (4) a mission statement, faculty development and hiring practices, and reward systems that support the integrated curriculum" (p. 280).…”

Section: The Construction Of Legitimacy For the Projectmentioning

confidence: 99%

The Experience of Setting up a New Learning Environment Model in Management Education: Challenges and Frustrations

Santos

Martins²

2012

CBR

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The aim of this paper is to describe and to reflect on the experience of the authors in setting up a new model of learning environment in management education in a University in Brazil, which was initially called Management Practice Laboratory (MPL). The MPL environment was conceived as a physical and conceptual space where students could learn and practice the principles and techniques of working in organizations in its three levels: operational, tactical, and strategic. The foundations of the project come from social constructivist perspective on learning, from experiential learning literature and from researches that call for a new epistemological ground in management learning. In this paper, the authors will stress some challenges and frustrations with the project since these could be helpful to those interested in similar initiatives. Due to limited space, only two challenges will be stressed: (1) the construction of legitimacy for the project; and (2) the persistent dissonance between theory and practice. The authors conclude that there is room for innovation in the way management is taught and learned in universities since one shows courage to overcome the challenges and frustrations one will certainly deal with.Keywords: learning environments, management education, simulations, practice laboratory, experiential learning, learning by doing IntroductionWith every mistake we must surely be learning. The authors define the learning environment as a holistic, physical, and conceptual environment to learn and practise useful skills in the three levels of organisations: the operational, the tactical, and the strategic. They believed that such learning environment would improve students' attitudes not only as professionals, but also personally, as team members and citizens. As it will be made clear throughout the text, their believes are advocated in a passionate way.The model was conceived-as it will be described-as a two layer environment: (1) at one level, as a physical site, a space; and (2) at another level, as a conceptual framework, which was considered to be a virtual country. As a physical site, the project was understood not only as a facility where students would attend and practise skills, but also as "a product and a precondition of all our practices and engagements… to the construction of the relations between us, and to the blossoming, or not, of identities" (Massey, 2004, p.

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“…A similar model, interdisciplinary teaching, takes place when scholars from two or more disciplines, subdisciplines or professions come together and integrate their unique perspectives (Davis, 1995;Smith Ducoffe et al, 2006). Integration is particularly important in interdisciplinary courses, as it is necessary for instructors not only to present material from their different areas, but also to weave the proficiencies together and demonstrate how they are linked.…”

Section: Introductionmentioning

confidence: 99%

“…A teaching team can blur disciplinary boundaries, integrate various perspectives and help make courses more relevant to industry (Gaytan, 2010;Smith Ducoffe, Tromley & Tucker, 2006). It is also a way for the academy to maintain pace with business practices.…”

Section: Introductionmentioning

confidence: 99%

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Team Teaching of Creative Advertising and Public Relations Courses

Morris

2016

Journal of Advertising Education

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Advertising and public relations are complex practices, and it is challenging for educators to find instructors who can fulfill expertise across disciplines, particularly in creative applications involving technology. Team teaching is one approach to provide multiple proficiencies. This paper describes how two co-taught courses, Design for Advertising and Public Relations and Commercial Production for Advertising and Public Relations, were developed, delivered and assessed. A literature review of team teaching and creative instruction provides a framework for course designs and student surveys. Course evaluations and instructor reflections are the evidence used for evaluation. The study is important, as specialties from multiple practices, including those that require technology, are increasingly necessary for preparing students for these industries. The study adds to the literature about team teaching and provides a foundation for effectively collaborating on creative courses.

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Interdisciplinary, Team-Taught, Undergraduate Business Courses: The Impact of Integration

Cited by 41 publications

References 19 publications

On the Educational Curriculum in Finance and Technology

On the Educational Curriculum in Finance and Technology

The Experience of Setting up a New Learning Environment Model in Management Education: Challenges and Frustrations

Team Teaching of Creative Advertising and Public Relations Courses

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