Why All Business Schools Should Teach Foresight: Perspectives from More Than a Decade at the University of Notre Dame

2018 ◽  
Vol 10 (3) ◽  
pp. 203-212 ◽  
Author(s):  
Sam Miller ◽  
John Michel ◽  
Tim Balko ◽  
Chad Harms
Keyword(s):  
Undergraduate Students ◽  
Business Schools ◽  
Learning Experience ◽  
Business Leaders ◽  
Business And Society ◽  
Future Success ◽  
University Of Notre Dame ◽  
Mind Set ◽  
College Of Business ◽  
The University

This article advocates that business schools include a formalized foresight educational experience more widely in their curriculums. As a group charged with educating business leaders of tomorrow, the cultivation of the skill-set and mind-set necessary for anticipating change and positioning organizations for future success and survival should no longer be left to chance. For the past decade, the Mendoza College of Business at the University of Notre Dame has required all undergraduate students to take a course titled Foresight in Business and Society. During this time, the Mendoza foresight faculty team has gained perspective on the design and value of a futures research learning experience for our students. Five underlying design principles are presented that have shaped the delivery and execution of the course these revolve around: developing great leaders, confronting ambiguous questions, experiential understanding, rigorous exploration, and anticipation as a force for good. As with any design-based perspective, the article concludes with challenges and pitfalls in recognition that the process is not always linear or smooth. But to other educators on this journey, the challenges are manageable and the promise and prospects for students makes it worthwhile.

scholarly journals Answering Huxley: “now” students take a “then” exam

2019 ◽  
Vol 43 (3) ◽  
pp. 397-400
Author(s):  
P. K. Rangachari
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Average Score ◽  
Anatomy And Physiology ◽  
University Of Toronto ◽  
Thomas Henry Huxley ◽  
History Of ◽  
Second Year ◽  
The University ◽  
Insight Into

Twenty-eight undergraduate students in a health sciences program volunteered for an exercise in the history of examinations. They had completed a second-year course in anatomy and physiology in which they studied modern texts and took standard contemporary exams. For this historical “experiment,” students studied selected chapters from two 19th century physiology texts (by Foster M. A Textbook of Physiology, 1895; and Broussais FJV. A Treatise on Physiology Applied to Pathology, 1828). They then took a 1-h-long exam in which they answered two essay-type questions set by Thomas Henry Huxley for second-year medical students at the University of London in 1853 and 1857. These were selected from a question bank provided by Dr. P. Mazumdar (University of Toronto). A questionnaire probed their contrasting experiences. Many wrote thoughtful, reflective comments on the exercise, which not only gave them an insight into the difficulties faced by students in the past, but also proved to be a valuable learning experience (average score: 8.6 ± 1.6 SD).

scholarly journals A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

2018 ◽  
Author(s):  
Veronica Sanchez-Romaguera ◽  
Robert A Phillips
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Interdisciplinary Education ◽  
First Year ◽  
University Curriculum ◽  
Enterprise Education ◽  
Growth Of Knowledge ◽  
The University ◽  
University Of Manchester

Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education;

scholarly journals Students’ Quality Learning Experience: Key to further studies in the same university

2017 ◽  
Vol 2 (5) ◽  
pp. 127
Author(s):  
Mazni Saad ◽  
Rosita Husain ◽  
Wan Nurul Fatimah Wan Mohamad Nawi ◽  
Nafiza Mahyuddin
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Publishing House ◽  
Private University ◽  
Cross Sectional ◽  
International Publishing ◽  
The University ◽  
Sectional Analysis ◽  
Quality Learning

This study investigates the expected learning experience that determines their desire to further their studies at the same university. A cross sectional analysis was done on 190 undergraduate students in a public higher learning institution. Their opinions were sought regarding the present quality of services offered by the university. The students were very concerned about the quality of teaching, their lecturers and the facilities on offer, and more so the course fees structure, technology, and support systems. There is a need to look again at some of the major complaints addressed, which could guarantee the return of these students to its doorstep.Keywords: Satisfaction; learning experience; quality services; private university; Malaysia.ISSN: 2398-4287© 2017. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

Next Lives Here: Forging Academia–Industry Partnerships in Analytics at the University of Cincinnati

2020 ◽  
Vol 50 (3) ◽  
pp. 166-175
Author(s):  
Michael J. Fry ◽  
Jeffrey D. Camm ◽  
Glenn Wegryn
Keyword(s):  
50Th Anniversary ◽  
Lessons Learned ◽  
Business Leaders ◽  
Business Analytics ◽  
Track Record ◽  
Industry Collaboration ◽  
History Of ◽  
University Of Cincinnati ◽  
College Of Business ◽  
The University

In 2018, the Department of Operations, Business Analytics, and Information Systems (OBAIS) in the Carl H. Lindner College of Business at the University of Cincinnati (UC) celebrated its 50th anniversary, and in 2019 the OBAIS department won the INFORMS UPS George D. Smith Prize. The OBAIS department has a long history of excellence in fostering academia-industry collaboration in the area of analytics as well as a track record of continued innovation. In this article, we summarize some of the history of the OBAIS department and describe many of the department’s innovations that enabled the department to win the 2019 Smith Prize. We provide an overview of the department’s curriculum of analytics-focused degree programs, and we explain how the UC Center for Business Analytics serves as the culmination of the department’s efforts to provide a supportive ecosystem in analytics for students, faculty, business leaders, and practitioners. We conclude with some lessons learned along our journey.

scholarly journals A Comparison of Undergraduate Students’ Perception of Tutorials Before and During the COVID-19: A Case of the University of Kwazulu-Natal in the Discipline of Public Governance

2020 ◽  
Vol 10 (2) ◽  
pp. 217
Author(s):  
Jabulani Nyawo
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Critical Role ◽  
Student Support ◽  
Content Delivery ◽  
Public Governance ◽  
First Semester ◽  
Kwazulu Natal ◽  
The University ◽  
Positive Results

Enhancing students’ learning experience through support structures such as tutorial sessions is essential.  Students attending the tutorial sessions within the Discipline of Public Governance have never been given the opportunity to provide feedback on the sessions they have attended. They only get a chance to evaluate their lecturers using closed and open-ended questions to capture their learning experiences about modules’ structure, content, delivery and assessments. This implied a need to explore the students’ perceptions about the tutorial sessions during the normal conditions and under severe conditions like this of COVID-19. The quantitative approach was utilised and the data was collected through the distribution of questionnaires to the undergraduate students. The participants attended tutorials within the Discipline of Public Governance during the first semester of the year 2020. The study findings indicated that tutorial sessions occupy a critical role in students' development and learning. It is the platform for the students to easily interact with other students, discuss issues, and improve their performance. The study recommends that higher education institutions invest in the tutorial structure as one of the student support systems as it produces positive results in enhancing student learning. Redefining and reviewing the tutorial support structure is always crucial to improve the tutorial sessions' quality. 

scholarly journals A WORKSHOP COURSE FOR OPEN-ENDED ENGINEERING DESIGN PROBLEMS

2011 ◽  
Author(s):  
William W. Melek ◽  
Gordon D. Stubley
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Evaluation Criteria ◽  
Design Evaluation ◽  
Recent Experience ◽  
Design Problems ◽  
Engineering Design Problems ◽  
Design Workshop ◽  
The University ◽  
Enhanced Learning

This paper presents the main findings of recent experience in teaching open-ended design workshops for 3rd year undergraduate students at the Department of Mechanical and Mechatronics Engineering of the University of Waterloo. The paper offers several observations gathered from teaching this course two consecutive years with different classroom lecture format and project(s) scope/expectations. Based on a comparative study between the two offerings, we identify several strategies that contributed to a more enhanced learning experience during the modified course offering. Keywords: open-ended design, evaluation criteria, design workshop

scholarly journals The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

2014 ◽  
Vol 6 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Barbara Anne Sen ◽  
Pamela McKinney
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Learning Experience ◽  
Reflective Writing ◽  
Professional Skill ◽  
The University

Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

scholarly journals How Undergraduate Students experience Distance Learning as Part of Their Information Literacy

2020 ◽  
Vol 202 ◽  
pp. 15018
Author(s):  
Heriyanto ◽  
Yanuar Yoga Prasetyawan ◽  
Ika Krismayani
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Thematic Analysis ◽  
Qualitative Method ◽  
Learning Experience ◽  
Information Resources ◽  
Structured Interviews ◽  
The University ◽  
New Situation

Information comes in different forms, and it influences people’s preference in finding and using information. The covid 19 pandemic which has been experienced by Indonesian undergraduate students may have provide new ways on how they looking and using information related to their study. This qualitative study explores the distance learning experience of undergraduate students in one of the University in Semarang during their study from home. It aims to identify how these students have developed their remote study as well as their strategies on searching and using information. A qualitative method was employed by applying semi-structured interviews for collecting data. The data then analyzed by using Thematic Analysis to uncover the pattern of the distance experience of the students. The preliminary findings show that most of the participants have some issues on using optimizing the learning systems, however they finally able to build their own strategies to cope with this new situation. Electronic resources becomes their main information resources because accessing the physical library building is no longer an option. These preliminary findings benefit not only for the next process of the research but also to inform university library about the way undergraduate students experience information resources so that it can be used for the library for developing their information services to students.

scholarly journals Improving the student learning experience through the student-led implementation of interactive features in an online open-access textbook

2021 ◽  
Vol 5 (2) ◽  
pp. 67-77
Author(s):  
Tanya Sharma ◽  
Rini Lukose ◽  
Jessica E. Shiers-Hanley ◽  
Sanja Hinic-Frlog ◽  
Simone Laughton
Keyword(s):  
Open Access ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Open Educational Resource ◽  
Educational Resource ◽  
University Of Toronto ◽  
Animal Physiology ◽  
The University

This case study highlights the work of Students as Partners (SaP) as a balanced approach for implementing and evaluating an online open-access textbook in introductory animal physiology at the University of Toronto Mississauga. Started in 2017 with an eCampus Ontario grant, the project involved undergraduate and graduate students developing and improving an open-access e-textbook to support student learning in a second-year undergraduate introductory animal physiology course. This case study focuses on the 2019–2020 academic term and the work of two undergraduate students working alongside faculty and two librarians. As part of their research, the partners consulted the literature and gathered feedback from students taking the course in which the open e-textbook was used. Student partners added updates and new interactive features to create a more engaging educational resource to support student learning. The partners also reflected on their role in the open educational resource development process.  

scholarly journals Coming Back for More Quality Learning Experience

2018 ◽  
Vol 3 (12) ◽  
pp. 23
Author(s):  
Mazni Saad ◽  
Rosita Husain ◽  
Wan Nurul Fatimah Wan Mohamad Nawi ◽  
Nafiza Mahyuddin
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Publishing House ◽  
Private University ◽  
Higher Learning ◽  
Cross Sectional ◽  
International Publishing ◽  
The University ◽  
Sectional Analysis ◽  
Quality Learning

This preliminary study investigates students’ expected learning experiences that determine their return to the same university for further studies. A cross-sectional analysis was done on 190 undergraduate students in a private institution of higher learning. Their opinions were sought regarding the present quality of services offered by the university. Their concern was for quality teaching, lecturers and facilities, and especially course fees, technology, and support systems. The study highlights the need to look again at some of the students’ major complaints, which could guarantee their return to the university’s doorstep.Keywords: Satisfaction; learning experience; quality services; private university; Malaysia.eISSN 2398-4279 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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