Problem-Based Learning: Can it Improve Managerial Thinking?

Smith, Gerald F.

doi:10.1177/1052562904269642

Cited by 94 publications

(102 citation statements)

References 34 publications

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“…Los trabajos con estudiantes de estudios universitarios del área de gestión de empresas son mucho más escasos. No obstante, parece afirmarse cierta relación positiva entre ABP y "managerial thinking", que puede ser una aproximación al emprendimiento (Scarbrough, 2004;Sherwood, 2004;Smith, 2005), o la resolución de problemas no estructurados (Bigelow, 2004).…”

Section: Relación Entre Abp Y El Desarrollo De La Capacidad Emprendedoraunclassified

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Protocol: Entrepreneurship in the area of Marketing. Comparing PBL vs active lectures

Diez

Calvo

2017

Work. pap. oper. manag.

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This protocol presents a research process which aims to analyze the impact of an active learning IntroducciónLa implementación del marco de enseñanza aprendizaje que se propone en el Espacio Europeo de Educación Superior (EEES) ha ido dando pasos paulatinamente en la medida en que el profesorado ha ido incorporando nuevas metodologías, cediendo protagonismo al alumnado en sus procesos de aprendizaje. El fin último de conseguir estudiantes más autónomos y motivados, preparados para los retos del nuevo contexto, cambiante y altamente competitivo, exige nuevos modelos tanto de adquisición de competencias como de relación estudiante-profesorado.

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Section: Relación Entre Abp Y El Desarrollo De La Capacidad Emprendedoraunclassified

“…Asimismo, este tipo de metodologías permiten acercar al alumnado a la realidad empresarial e integrar los conocimientos (Conejero et al, 2015;Gauci et al, 2009;Maldonado, 2008;Marin-Garcia et al, 2009;Smith, 2005).…”

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Protocol: Entrepreneurship in the area of Marketing. Comparing PBL vs active lectures

Diez

Calvo

2017

Work. pap. oper. manag.

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“…Firstly, task performers explore goals the task orients in order to estimate whether they can internalize the given goal as one' s goal (Smith, 2005). They scan how given task is structured, reflecting their relevant experiences.…”

Section: High Goal Settingmentioning

confidence: 99%

Development of An Inventory to Classify Task Commitment Type in Science Learning and Its Application to Classify Students' Types

Kim¹,

Byeon²,

Kwon³

2013

Journal of The Korean Association For Research In Science Educa

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The purpose of this study is to develop an inventory to classify task commitment types of science learning and to classify highschool students' task commitment types. Firstly, inventory questions were designed following the literature analysis on the task commitment components which involve self confidence, high goal setting, and focused attention. Prototype inventory underwent the content validity test, pilot test, and reliability test. Through these steps, final inventory was input to 462 high school students and underwent the factor analysis and cluster analysis. Factor analysis confirmed three components of task commitment as the three factors of inventory questions. In order to find how many clusters exist, factors of developed inventory became new variables. Each factor's factor mean was calculated and served as the new variable of the cluster analysis. Cluster analysis extracted five clusters as task commitment types. The 5 clusters were suggested by the agglomarative schedule and dendrogram gained from a hierarchical cluster analysis with the setting of the Ward algorithm and Squared Euclidean distance. Based on the factor mean score, traits of each cluster could be drawn out. Inventory developed by this study is expected to be used to identify student commitment types and assess the effectiveness of task commitment enhancement programs.

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“…Therefore, the scope of adult education should be take into account in training programs which is commonly used in the fields of organizational development and administration. The effectiveness of PBL which is suggested to be effective as an adult education approach (Lyotard, 1984: cited by Jarvis, 2004Knowles et al, 2005) and enable school administrators reach from practice to theoretical knowledge (Crawford, 2011), but there are limited number of studies (Bigelow, 2004;Brownell & Jameson, 2004;Hallinger & Lu, 2011;Smith, 2005) in the fields of administration in general and education (Scott, 2014). Hallinger and Lu (2011) carried out the first empirical study investigating the effectiveness of PBL, the instructional effectiveness of which is mostly tested in the field of health, in management.…”

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confidence: 99%

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

Karabatak¹,

Turhan²

2017

Pegegog

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Original Title of Article:Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning Turkish Title of Article:Web tabanlı problem temelli okul yöneticisi eğitim programının uygulamadaki etkililiği ve katılımcıların web tabanlı öğrenmeye yönelik tutumlarına etkisi The aim of this study is to determine the effectiveness of a web-based problem-based school administrator training program (WB-PBSAT) in practice and the effect of training on participants' attitudes towards web based learning. Mixed method approach was used in this study. While the quantitative dimension of the study was conducted within the framework of one group pre-test post-test experimental design, focus group interviews was performed in the qualitative dimension. Participants of the experimental and the control groups were determined by purposive sampling. Attitudes Toward Web-Based Learning (ATWBL) Scale was used to determine the participants' attitudes towards web-based learning, and the Program Assessment Scale was used to evaluate the training process. According to the findings it was concluded that the training process positively affected the attitudes of the participants towards web-based learning and training process has also provided significant contributions to participants' establishing the link between theory and practice and self-directed learning. Based on these results, some suggestions for educational policy makers and practitioners were developed for the use of a web-based problem-based learning in school administrators' pre-service and in-service training programs. 664 IntroductionThe problems related to training of school administrators are largely due to the program and course contents (Coffin, 1997;Donaldson, 2008;Drago-Severson, Asghar, Blum-DeStefano, & Welch, 2011;Hoff, Yoder, & Hoff, 2006;Petzko, Clark, Valentine, & Hackmann, 2002; Young, Crow, Murphy, & Ogawa, 2009, p. 4) or the methods and techniques used in the training process (Ağaoğlu, Gültekin, & Çubukçu, 2002; Celep, Ay, & Gögüs, 2010;Copland, 2000;Çelik, 2002; Hallinger, 2005, pp.211-212;Korkmaz, 2005;Oyman & Turan, 2014;Özmen, 2002;Recepoğlu & Kılınç, 2014; Şişman & Turan, 2002;Yavaş, Aküzüm, Tan, & Uçar, 2014; Young et al., 2009, p. 14). In particular, the fact that the programs organized for the professional development of school administrators are mainly based on theoretical knowledge, develops only the theoretical knowledge of the administrators and undermines their implementation aspects (Ağaoğlu et al., 2002;Chapman, 2005;Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007;Hallinger & Lu, 2011;Şimşek, 2002;Versland, 2013;Yan & Catherine Ehrich, 2009). Thus, theoretically gained knowledge may fail to resolve (be able to resolve) many administrative problems occurring in the administration process (Bridges & Hallinger, 1995Hallinger, 1992Hallinger, , 1999. Therefore, the use of effective methods and techniques-for individuals who are different from each other in ever...

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Problem-Based Learning: Can it Improve Managerial Thinking?

Cited by 94 publications

References 34 publications

Protocol: Entrepreneurship in the area of Marketing. Comparing PBL vs active lectures

Protocol: Entrepreneurship in the area of Marketing. Comparing PBL vs active lectures

Development of An Inventory to Classify Task Commitment Type in Science Learning and Its Application to Classify Students' Types

Effectiveness of web-based problem-based school administrator training program and its effect on participants' attitudes towards web-based learning

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