Teaching sustainability-oriented capabilities using active learning approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Priscila Borin Claro ◽  
Nathalia Ramajo Esteves
Keyword(s):  
Active Learning ◽  
Business School ◽  
Business Schools ◽  
School Context ◽  
Real Life ◽  
Learning Approach ◽  
Case Study Methodology ◽  
Content Type ◽  
Positive Effects ◽  
The Impact

Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.

“That's not how I see it”: female and male perspectives on the academic role

2007 ◽  
Vol 22 (6) ◽  
pp. 497-515 ◽  
Author(s):  
Sue Shaw ◽  
Catherine Cassell
Keyword(s):  
Gender Differences ◽  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
School Context ◽  
Empirical Work ◽  
Original Data ◽  
Content Type ◽  
Academic Role ◽  
The Uk

PurposeThe purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.Design/methodology/approachThe research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.FindingsThe findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.Originality/valueThe paper presents original data on gender differences within a business school context.

scholarly journals Pedagogical advances in business models at business schools – in the age of networks

2016 ◽  
Vol 35 (7) ◽  
pp. 889-900 ◽  
Author(s):  
Peter Lorange ◽  
Howard Thomas
Keyword(s):  
Business School ◽  
Teaching And Learning ◽  
Business Models ◽  
Business Schools ◽  
Learning Material ◽  
Learning Spaces ◽  
Interactive Teaching ◽  
Content Type ◽  
Face To Face ◽  
The Impact

Purpose – The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations. Design/methodology/approach – It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken. Findings – The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process. Research limitations/implications – There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces. Practical implications – Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields. Social implications – The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches. Originality/value – It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.

scholarly journals Fair play

2017 ◽  
Vol 55 (9) ◽  
pp. 1924-1941 ◽  
Author(s):  
Rita Faullant ◽  
Johann Fueller ◽  
Katja Hutter
Keyword(s):  
New Product Development ◽  
Real Life ◽  
Customer Relationship ◽  
Fair Play ◽  
Behavioral Consequences ◽  
Content Type ◽  
Fairness Perceptions ◽  
Positive Effects ◽  
Loyalty Intentions ◽  
The Impact

Purpose Companies are discovering the power of crowdsourcing as a source of new ideas for products and services. It is assumed that the personal engagement and the continuous involvement with a company’s products or services over a period of several weeks positively affect participants’ loyalty intentions toward the host companies. The research leads the authors to challenge this assumption. In addition to mere participation in crowdsourcing initiatives, the authors argue that perceptions of fairness will explain changes in customer relationship-related consequences such as loyalty, perceived innovativeness and product interest. The paper aims to discuss these issues. Design/methodology/approach The authors analyzed a real-life crowdsourcing contest launched by a leading lighting manufacturer and investigated the impact of two fairness dimensions (distributive and procedural) on participants’ future behavioral and attitudinal intentions (n=121). The analysis was performed with SEM. Findings The results suggest that fairness perceptions are significantly related to evoked product interest, perceived innovativeness and loyalty intentions. The analysis reveals that the influence of the fairness dimensions is asymmetric: while distributive fairness can be considered as a basic factor that must be fulfilled in order to avoid negative behavioral consequences, procedural fairness instead is an excitement factor that causes truly positive behavioral consequences. Research limitations/implications The results are particularly relevant for companies launching a crowdsourcing competition under their own brand name, and for broadcasting platforms. For companies with no relations to end-users, these findings may not be as relevant. Practical implications Organizers of crowdsourcing contests should be aware that such initiatives can be a double-edged sword. Fair Play is a must to gain the positive effects from crowdsourcing initiatives for both new product development and the customer relationship. For companies lacking the capabilities to manage crowdsourcing initiatives professionally it is advisable to rely on intermediary broadcasting platforms. Originality/value The research is the first to investigate systematically the consequences of fairness perceptions in a real-life crowdsourcing idea contest. The authors demonstrate the asymmetric nature of fairness perceptions on three different outcome variables that are important for the customer relationship.

A perspective on the positioning of Indian business schools post COVID-19 pandemic

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sudhir Rana ◽  
Arpan Anand ◽  
Sanjeev Prashar ◽  
Moon Moon Haque
Keyword(s):  
Business Schools ◽  
School Context ◽  
Real Life ◽  
Structured Interviews ◽  
Public And Private ◽  
Academic Leaders ◽  
Content Type ◽  
The Future ◽  
Government Mandates

PurposeWe respond to calls from business schools (B-schools), apex education bodies, regulators, activist groups and researchers for more rigorous research to understand the future strategies of B-schools in India. We specifically examine the challenges posed by the current COVID-19 pandemic (and possible future similar eventualities) and the current and long-term strategies being planned to combat such crises.Design/methodology/approachTo reveal the real-life scenario, semi-structured interviews were conducted with 22 academic leaders (Deans and Directors) of B-schools in India. These respondents were from both public and private institutions across the country. Open-ended questions were framed for exploration to help the authors understand the way forward in the Indian B-school context.FindingsFindings reveal that B-schools in India are preparing themselves to overcome short-term challenges faced due to COVID-19 as well as transforming themselves through long-term strategies.Originality/valueThe study outlines strategic plans for some imaginative reassessments that B-schools may consider as a reaction to a pandemic-like emergency. The focus is on distinguishing the imperatives, creating a key guide for meeting immediate requirements, allotting assets in a prudent way to update educational course curricula and teaching methods and building the required academic infrastructure. The ability to focus on enduring changes (e.g. creating an e-learning framework and providing a safe and secure learning environment to students as per government mandates) will provide B-schools with a new lease of life in the future.

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

Collegiality in business schools

2015 ◽  
Vol 29 (3) ◽  
pp. 322-333 ◽  
Author(s):  
Morgan P. Miles ◽  
C. David Shepherd ◽  
Jacob M. Rose ◽  
Mark Dibben
Keyword(s):  
Performance Evaluation ◽  
Business School ◽  
Business Schools ◽  
School Context ◽  
Work Satisfaction ◽  
Reliability And Validity ◽  
Well Being ◽  
Content Type ◽  
University Environment ◽  
The University

Purpose – While collegiality is often discussed and touted as a critical aspect of academia, there is little research that empirically examines collegiality in university business schools. One cause of the paucity of research is the lack of a reliable scale to measure collegiality (Sabharwal, 2011). The purpose of this paper is to develop a scale that measures collegiality at the departmental level for university faculty, and then uses it to understand the implications of collegiality within an academic department within a business school. Design/methodology/approach – The present study uses a scale development process consisting of: defining the domain of the construct; item generation; and psychometric assessment of the scale’s reliability and validity. Items were adapted for a university business school context from Shah (2011) and Seigel and Miner-Rubino (2009). The scale was administrated using a convenience non-random sample design drawn from active marketing and entrepreneurship academics who subscribe to the American Marketing Association’s ELMAR and the Academy of Management’s ENTRE list-serves. Findings – The faculty collegiality scale (FCS) was found to exhibit sound psychometric properties in this study. The study found that assessments of department-level collegiality are associated with budgets, performance evaluation processes, and workload allocations. In addition, factors from the FCS mediate the relationships between institutional variables and work satisfaction, which indicate that collegiality is an important determinant of work satisfaction in a contemporary university environment. Originality/value – The FCS developed in the present study offers business school academics and administrators a glimpse into the dimensions of what the marketing and entrepreneurship academics perceive makes a good colleague – one that provides professional and social support and is trustworthy; does not engage in politics, positioning, or rent-seeking to advantage their own situation; and that contributes to the well-being of the students, the department, the discipline and the university. In addition, the present study found that the FCS was related to budgets, performance evaluation processes, and faculty workloads.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

Market orientation, innovation commercialization capability and firm performance relationships: the moderating role of supply chain influence

2017 ◽  
Vol 32 (7) ◽  
pp. 913-924 ◽  
Author(s):  
Jeen-Su Lim ◽  
William K. Darley ◽  
David Marion
Keyword(s):  
Supply Chain ◽  
Firm Performance ◽  
Market Orientation ◽  
Innovation Management ◽  
Strategy Formulation ◽  
Content Type ◽  
Positive Effects ◽  
The Impact ◽  
Moderating Role

Purpose The study aims to explore supply chain influence (SCI) on the linkages among market orientation, innovation capabilities and firm performance (FP), using the resource-based view as a theoretical backdrop. Design Survey data from 182 top managers who are involved in strategy formulation and innovative direction of their companies was collected and analyzed using moderated multiple regression analysis. Findings Results revealed a moderating role of the SCI in that the proactive market orientation (PMO) and FP relationship is stronger when SCI is high, and innovation commercialization capability (ICC) and FP relationship is stronger when SCI is low. Practical implications Firms pursuing high PMO strategy must collaborate with supply chain function to achieve the full effect of PMO. Additionally, as supply chain is critical to meeting customers’ needs, these firms should allow supply chain to exert greater influence to enjoy the positive effects of PMO in addition to ensuring full integration into marketing strategy implementation. Also, firms with high ICC need to limit SCI to maximize the benefit of ICC on FP, just as innovation management needs to be cognizant of other functional areas. Originality/value The study investigates the potential moderating role of SCI on the relationships among market orientation, ICC and FP. The study fills a gap in the understanding of the nature and role of supply chain in the marketing–supply chain interaction, and the impact on FP.

The consumers’ commitment and materialism on Islamic banking: the role of religiosity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Junaidi Junaidi ◽  
Ready Wicaksono ◽  
Hamka Hamka
Keyword(s):  
Structural Equation ◽  
Survey Study ◽  
Equation Modeling ◽  
Islamic Banking ◽  
Islamic Banks ◽  
Content Type ◽  
Positive Effects ◽  
Islamic Bank ◽  
Muslim People ◽  
The Impact

Purpose This paper aims to investigate whether and how religiosity (e.g. extrinsic and intrinsic) influences the mediator variables (consumers’ commitment and materialism) in the Islamic bank consumers context. It also examines how the mediators should be influence consumers’ preferences. Design/methodology/approach In total, 658 Muslim people and Islamic bank consumers were recruited for a survey study and structural equation modeling was used to test the research hypotheses. Findings The empirical results indicate that religiosity (e.g. extrinsic and intrinsic) has significant and positive effects on consumers’ commitment and materialism, whereas intrinsic religiosity has no significant effect on consumers’ commitment which subsequently influences consumers’ preference. Furthermore, mediator variables (e.g. consumers’ commitment and consumers’ materialism) have partial mediators between religiosity and consumers’ preferences. Research limitations/implications The current study was limited to Indonesian Muslim people; there is a future need to study consumers’ attitudes and engagement in religious products and services (e.g. Islamic brands). It is can help practitioners, regulators and researchers to observe the dynamic behavior to elaborate on the impact of religion and Islamic products on consumers’ preference. Practical implications The bank managers and regulators should enhance the information of products and services Islamic banks and the difference principle between conventional banks. Moreover, enlighten the consumers about the principle operation of Islamic banks from the perspective of marketing and religiosity. Originality/value This study contributes to consumers’ behavior literature and, specifically, for the decision-making process through developing and testing a model of religious determinants toward Islamic bank products, as well as offers new insights into the determinants of religion and consumers’ decision process toward Islamic banking.

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