Building Learning Experiences in a Changing World (eBook)

Piet Van den Bossche, Wim H. Gijselaers, Richard G. Milter (Herausgeber)

eBook Download: PDF

2011 | 2011
XII, 288 Seiten
Springer Netherlands (Verlag)
978-94-007-0802-0 (ISBN)

Infos

Advances in Business Education & Training is a Book Series to foster advancement in the field of Business Education and Training. It serves as an international forum for scholarly and state-of-the-art research and development into all aspects of Business Education and Training.

This new volume deals with several aspects of the challenge to design learning in and for a changing world. The first part concerns program development.  How to build curricula that are future-proof? Principles to innovate our curricula are identified. It answers the question how we can incorporate the need for change in our thinking about curriculum-development and identify the necessary elements to incorporate in our curricula. The second part focuses on the increasing diversity of students and employees within our schools and organizations, in terms of culture, language, and perception of ability, gifts, and talents. This offers a range of opportunities, but at the same time can possibly jeopardize some processes that are taken for granted. Chapters in this part analyze the processes that play a crucial role in dealing with this diversity and identify educational practices that can help to harvest the potential that lies within this diversity. The third part of this book digs further into the possibilities that are opened up by the implementation of ICT-support in our learning environments. E-learning provides tools to adapt these environments to the needs of an increasingly diverse student-population. In the last part we focus specifically on the workplace and how learning can be designed in such a way that employees are equipped for a shifting workplace. On the one hand it is looked how training can affect performance in the workplace. Does learning transfer to the work environment? On the other hand it is questioned how one can design affordances to trigger learning in the workplace. 

Inhalt

Preface 6
Contents 8
Contributors 10
Building Learning Experiences in (and for) a Changing World: An Overview 13
Chapter Overview 14
Part I: Program Development in a Changing World 14
Part II: Dealing with Diversity 14
Part III: Increasing Flexibility Through Technology 15
Part IV: Learning in a Changing Workplace 15
Program Development in a Changing World 17
What Type of Knowledge Is Required in the Business Curriculum? Pedagogic and Curriculum Response to the “New Knowledge” 18
Introduction 18
Setting the Context 19
The “New Knowledge” and the Business World 20
Case Study 23
Leveraging the Learning from Work-Based Projects—Invigorating the Curriculum 26
Conclusion 28
Appendix 29
Reflections on Personal Learning from Participation in a Student Consultancy Project with a Local Company 29
Bibliography 29
Managing Classroom Innovation: A Primer for Substantive and Lasting Curriculum Change 35
Introduction 35
Environmental Forces 36
The “Perfect Storm” of Market Forces 36
The Role of Technology 37
The Effect of Student Demographics 37
Institutional Considerations 38
Summary 38
Background Literature 39
Preparing for Curriculum Change 40
Selecting the “Right” Change Manager 41
Impact of Change on Interested Parties 42
Implementing Curriculum Change 43
Establishing Educational Objectives 43
Selecting Topical Coverage 44
Course Delivery 45
The Curriculum “Make or Buy” Decision 46
Making Your Own Course Product 46
Buying an Existing Course Product 48
Assessment 49
Conclusion 50
References 52
How Should Service-Dominated Logic Be Applied to Business Education? 54
Introduction 54
Theoretical Background 55
Service-Dominated Logic 55
Different Perspectives on Educational Objectives and Value (Co)Creation 56
Conceptual Framework 58
Educational Value Parameters and Research Propositions 58
Preliminary Analysis with Survey Data 59
Discussion and Conclusion 60
Educational Implications of S-D Logic 60
Future Research 61
References 62
Champlain MBA 64
Introduction 64
The MBA Dilemma 64
Theoretical Framework 66
Action Learning 67
Knowledge Management 68
Reflective Learning 68
Systems Thinking 69
Experiential Learning 69
Five Theories to One Learning Model 70
Learning Perspectives 72
MBA Design Requirements 73
Management Development Perspective 73
Experience-Based Pedagogy 74
Integrated Curriculum 76
Intentional, Defined Learning Processes 77
Online Learning Format 78
Program Implementation: IRP 79
Experience So Far 80
Projects 80
Integration of the Six Areas of Management Practice 81
Workplace Integration 81
Reflection 82
Theory into Practice 83
Going Forward 83
References 85
Dealing with Diversity 86
“Learning from Differences”—A Design Principle for Management Education 87
Preparing Leaders for a Global World 87
The Design Principle: “Learning from Differences” 88
Theoretical Background 89
System-Thinking 89
Constructivism 90
Example: The Master’s Study Program in Educational Leadership at the University of Education Ludwigsburg (Germany) 90
Goals, Study Organization, and Curricular Conception 90
Methodological Architecture 91
“Learning from Differences” 92
In General 93
Coaching 93
Internship 93
Project 93
Best Practice 94
Business Game 94
How Can Guidance and Support Help the Participants to “Learn from Differences”? 94
Some Challenges in Implementing This Practice 94
“Learning from Differences” in Connection with the Theoretical Background 95
Study I: Evaluation 97
Study II: Development of Competence Through “Learning from Differences” 99
Outlook 103
References 103
Changes and Trends in Cross-Cultural Management Education: An Integrative Approach 105
Introduction 105
Multicultural and Cross-Cultural Education 106
Curriculum Shifts in a Globalizing World 107
Cross-Cultural Management Research 109
Country Clustering in Research 111
Information Inequality: Geographic and Temporal Segmentation 111
Culture—Static or Dynamic 112
Implications for the Educator 114
Educational Methods to Support Internationalization 114
Our Own Practice—An Integrative Approach 119
Interdisciplinary Themes 119
Business Simulations 120
Global Challenge Simulation 121
Central European Energy Corporation 122
Summary and Feedback on Our Integrative Approach 123
Conclusion 125
References 126
Academic and Social Integration of International and Local Students at Five Business Schools, a Cross-Institutional Comparison 129
Introduction 129
Academic Integration 130
Social Integration 130
Research Questions 132
Methods 132
Setting 132
Participants 133
Measurements 134
Academic Integration 134
Social Integration 134
Study-Success 135
Analysis 135
Results 135
Comparison Among Five Business Schools 141
Discussion 141
Limitations and Future Research 143
References 144
Exploring Student Attrition in Problem-Based Learning: Tutor and Student Perceptions on Student Progress 146
Introduction 146
Methods 148
Sample 148
Setting 148
Measures 148
Analyses 149
Results 150
Discussion 151
References 153
Increasing Flexibility Through Technology 154
Transforming the Business Education Value Chain with E-Learning Technologies 155
Introduction 155
Literature Review 156
The Educational Value Chain 157
Course Design and Delivery Using E-Learning Platforms 160
Course Design 160
Student Assessment 161
Exam Question Databases 162
Benefits and Costs of E-Learning Platforms 162
Benefits 162
Randomized Exams 162
Individual Student Exams 162
Unique Calculation Problems 163
Location and Time Flexibility 164
Efficient and Accurate Grading 164
Timely Student Feedback 164
Learning Reinforcement 164
Special Needs Accommodation 164
Permanent Exam Records 165
Costs 165
Student Perceptions 166
Student Demographics 166
Student Instrument and Results 166
Limitations 168
Conclusion 168
References 169
The Effects of Virtual Groups on Learning Outcomes in an ITV Delivered International Business Course 171
Introduction 171
Background 172
Course Design 175
Data Collection and Analysis 176
Results 177
Student Characteristics 177
Direct Assessment of Learning 177
Student Perceptions of Course Elements and Learning Strategies 178
Student Perceptions of Learning Course Content 178
Student Perceptions of Technology Use 181
Student Perceptions of Group Work 181
Discussion 186
Limitations 189
Implications for Research and Practice 189
Conclusion 191
Appendix 1 191
Policy 191
Behaviors, Responsibilities, and Attitudes 192
Disciplinary Action 192
Appendix 2 192
Appendix 3 194
References 199
Student Learning Preferences in a Blended Learning Environment: Investigating the Relationship Between Tool Use and Learning Approaches 200
Introduction 200
The Adaptive E-Tutorial System ALEKS 202
Measures 204
Data and Statistical Analysis 206
Results 207
Discussion and Conclusions 212
Appendix 216
References 217
Learning in a Changing Workplace 218
The Effect of the Trainees’ Perception of the Training Design on Transfer of Training 219
Introduction 219
Conceptual Framework 221
Training Design Characteristics: The Traditional Approach 221
Training Design Characteristics: A Constructivist Approach 222
Use of Transfer Strategies 223
Transfer of Training Effects 224
Research Question and Hypotheses 224
Method 225
Participants 225
Measures 225
Procedure 227
Methods of Analysis 228
Results 228
Hypothesis 1: The Training Design Is Positively Related to the Transfer of Training 230
Hypothesis 2: The Influence of the Training Design on Training Transfer Effects Is Mediated by the Trainees’ Transfer Strategy 231
Testing the Model 232
Conclusion and Discussion 233
References 234
The Use of Personal Development Plans (PDPs) in the Workplace: A Literature Review 238
Introduction: A Personal Development Plan (PDP) as a Trojan Horse? 238
A PDP: Toward a Definition 239
What Is the Purpose of PDP Assessment? 240
PDPs and Principles of Adult Learning 241
Using a PDP Needs Support 241
The Goal of This Literature Review 242
Method 243
Results 245
Sample 245
Which Goals Are Strived for? 246
Effectiveness 248
Supporting Conditions 249
Conclusion and Discussion 255
Appendix 258
References 264
The Influence of an Individual’s Transactive Memory Profile when Advice Is Sought 269
Introduction 269
TMSs: Guiding Information Search 270
Knowledge Sharing Within Teams: Influencing Factors 272
The Model 273
Knowing 273
Valuing 274
Extraversion 274
Method 275
The Teams 275
The Instruments 275
Analyses 276
Data Preparation 277
Results 278
ANOVA Analysis 278
Visual and Regression Analyses of CLS and ELP 279
Discussion 282
References 284
Index 286

Produkt-Details

• Erscheint lt. Verlag: 14.4.2011
• Reihe/Serie: Advances in Business Education and Training
• Reihe/Serie: Advances in Business Education and Training
• Zusatzinfo: XII, 288 p.
• Verlagsort: Dordrecht
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Schlagworte: authentic learning environments • business education • curriculum development • design learning • diverse student population • educational practices • E-Learning • higher education • Learning and Instruction • Program Development • shifting workplace • student diversity • Work environment
• ISBN-10: 94-007-0802-5 / 9400708025
• ISBN-13: 978-94-007-0802-0 / 9789400708020