All the world’s a stage: transforming entrepreneurship education through design thinking

2017 ◽  
Vol 59 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Afreen Huq ◽  
David Gilbert
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Design Thinking ◽  
Role Play ◽  
Classroom Community ◽  
Content Type ◽  
Graduate Employability ◽  
Scant Attention ◽  
Learning Principles ◽  
The Impact

Purpose The purpose of this paper is to present an alternate approach to entrepreneurship pedagogy development through an iterative journey of co-ownership between students, industry partners and academic course teams to enhance student satisfaction and learning outcomes. Design/methodology/approach Utilising design thinking, the pedagogy evolved over a three-year period (2013-2015) through iterative innovation in the delivery model and assessments, underpinned by notions of classroom community, constructivism, justice and equity, humour and role-play. Findings The findings strongly validate the integration of notions of justice and equity, constructivism, humour and role-play as learning principles and delivery elements in entrepreneurship pedagogy to enhance student satisfaction and learning outcomes. A critical outcome of this design and delivery process is the reduction of barriers between students and teachers and the impact this has on creating a shared learning journey; a journey that in this case has resulted in meaningful outcomes for all involved. Research limitations/implications Further research with longitudinal data is needed to validate the link between design-led entrepreneurship pedagogy and enhanced student learning outcomes as well as implications relating to graduate employability. In global settings, further data collection could also validate whether the findings are culturally neutral or culturally sensitive. Practical implications Entrepreneurship educators will benefit from this pedagogical approach in seeking to meet the needs of business start-ups, intrapreneurial capacity-building and potentially, enhancement of graduate employability. The model also offers promise for other learning contexts. Originality/value Design thinking has received scant attention in entrepreneurship pedagogy. This case study demonstrates how design thinking can enhance student satisfaction and learning outcomes by integrating notions of constructivism, justice and equity, humour and role-play in entrepreneurship curricula.

scholarly journals The Impact of Gamified Instruction on Students’ Learning Outcomes: Systematic Review of Experimental Studies

2021 ◽  
Vol 13 (4) ◽  
pp. 55
Author(s):  
Nevena Jaftha ◽  
Marouska Zahra-Micallef ◽  
Tatjana Chircop
Keyword(s):  
Systematic Review ◽  
Learning Outcomes ◽  
Digital Libraries ◽  
Experimental Studies ◽  
Intervention Design ◽  
Assessment Instruments ◽  
Learning Technology ◽  
Content Type ◽  
Replication Studies ◽  
The Impact

This systematic review critically explores the intervention design and findings of the experimental studies that were published between January 2012-December 2020 in a number of digital libraries and databases and had the effect of a gamified instruction on students’ learning outcomes in their focus, with the aim of identifying what constitutes success or the lack thereof in the given context. The found effect(s) of gamified instruction on students’ learning engagement and achievement are discussed in relation to the a) intervention design, its flaws and their potential impact on reported outcomes and b) prevalent practice in gamification research. The discussion is structured around data collection sources, sample size, and intervention duration, but also the characteristics of learning technology, learning approach, course content, type of games and game elements. This study proposes a list of categories to be included in the description of a study context so that it is possible to a) systematically organise research findings, b) filter the variety of findings via means of replication studies. c) recognise the variant effect on different sub-populations, and d) suggest the way forward when designing and implementing gamified instruction within specific conditions. Furthermore, the study highlights the necessity of approaching the topic through a mixed-method approach involving a more intensive tracking schedule with new assessment instruments and a larger number of participants that are longitudinal or at least of a longer duration in order to obtain more comprehensive findings.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

The effectiveness of a sensory modulation workshop on health professional learning

2016 ◽  
Vol 11 (5) ◽  
pp. 317-331 ◽  
Author(s):  
Gilbert Azuela ◽  
Linda Robertson
Keyword(s):  
Mental Health ◽  
Learning Outcomes ◽  
Work Experience ◽  
Reference Group ◽  
Health Staff ◽  
Sensory Modulation ◽  
Mental Health Staff ◽  
Essential Information ◽  
Content Type ◽  
The Impact

Purpose Workshops are commonly used to up-skill staff and their usefulness can be determined by measuring whether or not learning needs have been met and, in particular, whether attitudes have changed. In the field of mental health, sensory modulation workshops have been introduced to educate staff about preventative measures that reduce the use of seclusion and restraint for service users with challenging behaviours. The purpose of this paper is to evaluate the impact of such a workshop. Design/methodology/approach A one-day workshop was developed based on a review of the literature and feedback from previous workshops, and with input from an industry-based reference group. An evaluation tool was designed to measure the learning outcomes, i.e., the knowledge, skills, and attitudes of the 23 participants. The Statistical Package for the Social Sciences (SPSS v20) was used to analyse the data. Multi-variate analysis of variance was used to determine the relationship between variables. Findings A significant increase in the knowledge, skills, and attitudes of mental health staff was identified after the one-day workshop (F=106.346, df=1, p<0.000). When considering which participants showed most benefits, it was shown that the demographics had no effect, i.e., education level, practice discipline, years of work experience in mental health, and previous sensory modulation training. Practical implications Measuring learning outcomes provides essential information about whether or not the learning objectives have been met. This allows future workshops to be tailored to ensure that the learning opportunity is at the correct level for the learners. More traditional evaluations that elicit the views of the content covered and teaching methods should additionally be used to supplement this information. Originality/value Workshops are often evaluated on the basis of the participants’ subjective response to a quick questionnaire. Developing a tool to measure outcomes is a more effective way to determine what has been learned and to ensure that positive outcomes for individuals and their organisations can be reached.

Promprylad.Renovation: impact investing in emerging markets

2021 ◽  
Vol 11 (2) ◽  
pp. 1-16
Author(s):  
Yaryna Boychuk ◽  
Artem Kornetskyy ◽  
Liudmyla Kryzhanovska ◽  
Andrew Rozhdestvensky ◽  
Yaryna Stepanyuk
Keyword(s):  
Learning Outcomes ◽  
Theory Of Change ◽  
Financial Benefit ◽  
Impact Investing ◽  
Stanford Research Institute ◽  
Content Type ◽  
State Sector ◽  
Academic Level ◽  
The Impact

Learning outcomes The learning outcomes of this paper is as follows: to structure the impact investing phenomenon and distinguish it from traditional investing or philanthropy, including the motivation of investors in impact investing projects; to analyse stakeholders in impact investing projects according to four main categories; to structure the implementation model of the theory of change in the context of impact investing; to build managerial decisions concerning the development of impact investing projects in crisis situations. Case overview/synopsis The case describes the development path of the Promprylad.Renovation project from its concept to the critical moment at the end of 2018. Yuriy Fyliuk – the case protagonist, acts as the main ideologist and leader of the project, the essence of which is the establishment of an innovation centre on the area of the old Promprylad plant in Ivano-Frankivsk. Impact investing was selected as the main project development tool, as it allows for attracting investors who share the aspiration for positive change of the city and potential financial benefit. The project is implemented in several stages as follows: partner involvement (Insha Osvita, MitOst, Pact Ukraine and LvBS), vision finalisation and research (together with Stanford Research Institute, Zotov & Co, FORMA Architects, Moris Group, etc.), the launch of the pilot floor (attracting more than $683,000 from allocated grants and more than $590,000 of private investments). Open equity crowdfunding and the purchase of the entire plant, with its subsequent renovation, should be the next stage. As of 2017, agreements have been reached to pay fully for the purchase of the plant by the end of 2019. After a successful pilot and lengthy negotiations, it was agreed that $1,000,000 should be paid by the end of 2018 and $2,000,000 by the end of 2019 to complete the buyout. However, as of the end of 2018, martial law was proclaimed in Ukraine. Hence, considering the risks, a major US investor refuses to contribute. The main dilemma is either to find a suitable solution to complete the buyout of the plant or to stop the project. Complexity academic level This case can be used in the master’s programmes of business schools (MBA, Executive MBA, Entrepreneurship, etc.), as well as in training programmes for public and state sector managers. The case study will be particularly useful for mixed groups with representatives from different sectors of the economy. This case study might be taught in the following disciplines: social entrepreneurship, social investing, leadership and crisis management. The subject of impact investing allows recognition of the benefits of combined cross-sectoral efforts over joint projects. Supplementary materials Teaching notes are available for educators only. Subject code CSS 7: Management science.

Teaching a while measuring b: cultural bias in assessing student performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sandra Seno-Alday ◽  
Amanda Budde-Sung
Keyword(s):  
International Students ◽  
Learning Outcomes ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Population ◽  
Cultural Bias ◽  
Content Type ◽  
Assessment Of Learning ◽  
Bilingual Literature ◽  
The Impact

Purpose This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.

Intelligent tutoring systems and learning performance

2019 ◽  
Vol 43 (4) ◽  
pp. 600-616 ◽  
Author(s):  
Ali Yuce ◽  
A. Mohammed Abubakar ◽  
Mustafa Ilkan
Keyword(s):  
Student Satisfaction ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Knowledge System ◽  
Learning Performance ◽  
Equation Modeling ◽  
Content Type ◽  
Tutoring Systems ◽  
Constructive Feedback ◽  
The Impact

Purpose Intelligent tutoring systems (ITS) are a supplemental educational tool that offers great benefits to students and teachers. The systems are designed to focus on an individual’s characteristics, needs and preferences in an effort to improve student outcomes. Despite the potential benefits of such systems, little work has been done to investigate the impact of ITS on users. To provide a more nuanced understanding of the effectiveness of ITS, the purpose of this paper is to explore the role of several ITS parameters (i.e. knowledge, system, service quality and task–technology fit (TTF)) in motivating, satisfying and helping students to improve their learning performance. Design/methodology/approach Data were obtained from students who used ITS, and a structural equation modeling was deployed to analyze the data. Findings Data analysis revealed that the quality of knowledge, system and service directly impacted satisfaction and improved TTF for ITS. It was found that TTF and student satisfaction with ITS did not generate higher learning performance. However, student satisfaction with ITS did improve learning motivation and resulted in superior learning performance. Data suggest this is due to students receiving constant and constructive feedback while simultaneously collaborating with their peers and teachers. Originality/value This study verifies that there was a need to assess the benefits of ITS. Based on the study’s findings, theoretical and practical implications are proposed.

The impact of psychological safety on transformative learning in the workplace: a quantitative study

2020 ◽  
Vol 32 (7) ◽  
pp. 533-547
Author(s):  
Chang-kyu Kwon ◽  
Seung-hyun Han ◽  
Aliki Nicolaides
Keyword(s):  
Social Support ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Human Resource Development ◽  
Psychological Safety ◽  
Learning Processes ◽  
Content Type ◽  
Specific Practice ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this study is to examine the impact of psychological safety on transformative learning in the workplace. This study focused on psychological safety as a specific practice that may or may not independently contribute to transformative learning outcomes. Design/methodology/approach Data was gathered from 132 employees in one US manufacturing company through a survey asking about the perception of psychological safety and the experience of transformative learning. A mediation analysis was conducted to test the effects of transformative learning processes – social support, attitude toward uncertainty and criticality – on the relationship between psychological safety and transformative learning outcomes. Findings The results of this study showed that psychological safety led to transformative learning outcomes mediated by transformative learning processes including social support, attitude toward uncertainty and criticality. Originality/value Existing literature reveals little about the mechanism of how transformative learning occurs in the workplace. This study contributes to the field of human resource development by explaining the relationship between psychological safety and transformative learning, as well as first attempting to use transformative learning as a viable construct in workplace research.

Designing with pixels: parametric thinking for patterning dynamic building facades

2019 ◽  
Vol 26 (4) ◽  
pp. 668-688
Author(s):  
Zaki Mallasi
Keyword(s):  
Design Thinking ◽  
Real Life ◽  
Digital Design ◽  
Blue Color ◽  
Practical Application ◽  
Surface Geometry ◽  
Content Type ◽  
Building Facade ◽  
Building Facades ◽  
The Impact

Purpose Advances in digital design tools enable exploration and generation of dynamic building facades. However, some processes are formally prescribed and manually driven to only visualize the design concepts. The purpose of this paper is to present a proactive framework for integrating parametric design thinking, paying particular attention to building facade patterning. Design/methodology/approach This work developed the PatternGen© add-on in Autodesk® Revit which utilizes an analytical image data (AID) overlay approach as a data source to dynamically pattern the building facade. The add-on was used to manipulate the placement rules of curtain panels on facade surface geometry. As means of validating this research model, a real-life design project has been chosen to illustrate the practical application of this approach. Feedback and observations from a short end-user questionnaire assessed qualitatively the facade patterning and panelization approach. Findings The proposed merge (or overlay) of AID images can be used as a parametric thinking method rather than just theory to generate and articulate dynamic facade design. The facade panelization responds to an AID that resembles design-performance data (e.g. solar exposure, interior privacy importance and aesthetics). Originality/value This work identifies a form of parametric thinking defined as the expression of geometrical relationships and its configuration dependent on the AID pixel Red Green Blue color source values. In this type of thinking, it explores the impact of the digital process and parametric thinking utility when driven by an AID overlay. The framework highlighted the practical application of AID pixel approach within a digital process to benefit both designers and computational tools developer on emerging design innovations.

Female feticide: the role of national health mission in India

2020 ◽  
Vol 10 (2) ◽  
pp. 1-26
Author(s):  
Arti Sharma ◽  
Sushanta K. Mishra ◽  
Arunava Ghosh ◽  
Tuhin Sengupta
Keyword(s):  
Change Management ◽  
Sex Determination ◽  
Learning Outcomes ◽  
Female Child ◽  
The State ◽  
Male Child ◽  
Cultural Dimension ◽  
Content Type ◽  
The Impact

Learning outcomes The learning outcomes are as follows: to understand the cultural and ethical dimensions revolving around the issue of female feticide; to apply the lens of institutional theory with respective change management measures; and to analyze and evaluate the impact of such intervention programs such as Beti Bachao Beti Padhao in the context of emerging economies such as India. Case overview/synopsis This case attempts to highlight the innovative and effective governance approach by the Government of Rajasthan (India) and, in particular, the State Health Assurance Agency to curb the menace of female feticide and the rising cases of abortion and sex determination in an attempt to favor a male child. The case concentrates on mainly three dimensions of Indian societal ecosystem, namely, the grave concern of preference of male child over female child leading to widespread cases of female feticide in different states in India with specific focus on the state of Rajasthan; the role of cultural dimension which primarily drives such preferential treatment in rural and urban areas in India; and the importance of using effective policy measures in monitoring various activities, introduction of incentive schemes to patients for preventing sex determination and promoting the birth of female child. Complexity academic level This case can be used as a teaching material in the Public Policy course – Social Welfare and Health Policy, Policy interventions, organization theory and change management at the Graduate/MBA level. Supplementary materials Teaching notes are available for educators only. Subject code CSS 10: Public Sector Management.

scholarly journals Vichy goes to Brazil: the road to success

2019 ◽  
Vol 9 (4) ◽  
pp. 1-24
Author(s):  
Susana Silva ◽  
Dayane Gôuvea Lima ◽  
Juliana Teixeira Correia
Keyword(s):  
Marketing Strategy ◽  
Learning Outcomes ◽  
International Marketing ◽  
Marketing Mix ◽  
Internationalization Process ◽  
Content Type ◽  
Strategy Adaptation ◽  
Academic Level ◽  
International Marketing Strategy ◽  
The Impact

Learning outcomes The learning outcomes are as follows: analyze the risks and difficulties involved in the internationalization process and the impact of cultural variables (external analysis); understand how the balance between adaptation and standardization can be worked out in building a successful international marketing strategy (adaptation vs standardization dilemma); and analyze how a restructuring of marketing mix variables can shape an assertive and effective repositioning strategy (marketing-mix program). Case overview/synopsis The case of Vichy presents a specific internationalization process, from a European brand in a growing segment, to Brazil, a country with extreme cultural diversity where the barriers to internationalization are large and complex. The case can be analyzed from the point of view of brand repositioning, as it discusses the strategies adopted by the brand during entry into the Brazilian market, and its subsequent repositioning, bearing in mind a better adaptation to the market in question. The goal is to encourage discussions about how cultural barriers can influence the internationalization process of a brand and how the balance between adaptation and standardization can be worked out in building an assertive and effective international marketing strategy. Complexity academic level Master students. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 8: Marketing.

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