How to use Lego Serious Play as a Gamification Teaching and Learning Framework? A Responsible Management Approach

Mapping Intimacies ◽

10.31235/osf.io/vdzsu ◽

2021 ◽

Author(s):

Vasilis Gkogkidis ◽

Nicholas Dacre

Keyword(s):

Curriculum Design ◽

Teaching And Learning ◽

Management Education ◽

Management Approach ◽

Research Approach ◽

Learning Framework ◽

Responsible Management ◽

Learning Journey ◽

Pedagogical Application ◽

Education Discourse

This paper conceptualises a Lego Serious Play Wheel framework as a gamification teaching and learning method. It aims to offer a detailed approach from Design and Preparation to Delivery, to engage a broad section of continuing learners and students, which can be easily applied throughout different educational and training contexts. The LSP Wheel refers to the concept of a circular learning journey and draws on a combined autoethnography responsible management research approach. A prominent part of the responsible management literature has hitherto focused on examining whether responsible management modules are inherently considered non-crucial elements of curriculum design. However, there is a paucity of research into applying novel teaching approaches to engage students and promote responsible management education endeavours. This paper therefore contributes to broader pedagogical application and critical responsible management education discourse, by providing educators with an academic gamification framework to support student engagement and co-creation of knowledge, by fostering exploratory learning environments and enriching the practices of active learning communities.

Download Full-text

How to use Lego Serious Play as a Gamification Teaching and Learning Framework? A Responsible Management Approach

SSRN Electronic Journal ◽

10.2139/ssrn.3829949 ◽

2021 ◽

Author(s):

Vasilis Gkogkidis ◽

Nicholas Dacre

Keyword(s):

Teaching And Learning ◽

Management Approach ◽

Learning Framework ◽

Responsible Management

Download Full-text

Reflections and reflective practice to advance responsible management education for sustainability: the case of an Australian MBA programme

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-04-2021-0135 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ki-Hoon Lee ◽

Rob Hales

Keyword(s):

Content Analysis ◽

Curriculum Design ◽

Management Education ◽

Education For Sustainability ◽

Small Scale ◽

Content Type ◽

Reflective Journals ◽

Mba Students ◽

Responsible Management ◽

Wide Range

Purpose This paper aims to explore Master of Business Administration (MBA) students’ “reflections” and/or “reflection on practice” of sustainability into responsible management education using Bain et al.’s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale. Design/methodology/approach This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments. Findings This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences. Research limitations/implications This study adopted a small-scale content analysis using an Australian university’s MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts. Practical implications Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development. Social implications Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach. Originality/value This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

Download Full-text

Hooked on Mathematics

Advances in Early Childhood and K-12 Education - Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model ◽

10.4018/978-1-5225-0267-8.ch015 ◽

2016 ◽

pp. 243-262

Author(s):

Dora Andrikopoulos ◽

Matina Katsiyianni

Keyword(s):

Blended Learning ◽

Curriculum Design ◽

Teaching And Learning ◽

Community Of Inquiry ◽

Evaluation Tool ◽

Flexible Learning ◽

Middle School Math ◽

Learning Framework ◽

Technology In Teaching ◽

Specific Unit

Within a flexible-learning framework, blended learning offers a unique opportunity to fully amalgamate pedagogy and technology in teaching and learning. It may also lead to significant enhancements and integrations of curriculum design. This chapter discusses the implementation of the i2Flex methodology, which is a type of blended learning, in a math classroom at ACS Athens, Greece. The definitions of the methodology are stated and the classroom applications are described. A middle school math teacher and the Math Studio coordinator designed a specific unit of work in mathematics in order to convert it to i2Flex delivery. The classroom atmosphere is described in detail, and a range of considerations about the methodology is discussed. Finally, the Community of Inquiry (CoI) framework is discussed as an evaluation tool of the methodology for the success of the methodology.

Download Full-text

Democratisation of Teaching and Learning: a tool for the implementation of the Tuning Approach in Higher Education?

Tuning Journal for Higher Education ◽

10.18543/tjhe-4(2)-2017pp257-276 ◽

2017 ◽

Vol 4 (2) ◽

pp. 257

Author(s):

Jane Iloanya

Keyword(s):

Higher Education ◽

Qualitative Research ◽

Learning Outcomes ◽

Curriculum Design ◽

Teaching And Learning ◽

Lesson Planning ◽

Learning Processes ◽

Higher Learning ◽

Research Approach ◽

Institutions Of Higher Learning

<p>Teaching and learning in Contemporary Higher Education is experiencing a change of paradigm in the approach used for curriculum design and instruction. This paper examines the application of democratisation of teaching and learning as a crucial tool for the implementation of the Tuning Approach in the teaching and learning processes in higher education. A qualitative research approach was used to collect information from two institutions of higher learning in Botswana. Findings from the study indicate, that, there are democratic elements in the teaching and learning processes as evidenced by the use of the learning –outcomes approach in lesson planning by the lecturers, and in the various ways students are engaged in teaching and learning processes. However, the study revealed that students are not fully involved in planning curriculum and workload.</p>

Download Full-text

A PRiME perspective on economics curriculum design

Emerald Open Research ◽

10.35241/emeraldopenres.13779.1 ◽

2020 ◽

Vol 2 ◽

pp. 38

Author(s):

C. Rashaad Shabab

Keyword(s):

Curriculum Design ◽

Management Education ◽

Profit Maximization ◽

Business Leaders ◽

Business And Society ◽

Market Failures ◽

Responsible Management ◽

Role Of The State ◽

Sustainable Value

The United Nations’ Principles of Responsible Management Education initiative aspires to transform the relationship between business and society by ensuring that the next generation of business leaders are shaped by management education that conceptualises businesses as generators of sustainable value. Simplistic economic models overemphasize the role of narrow profit maximization on the part of firms in generating broader economic wellbeing. More nuanced views of the relationships between firms and the societies in which they operate, such as those that allow for market power in product and labour markets, for the presence of externalities in the production of goods and services, for a role of the state in the provision of public goods, and for the existence of market failures more generally, offer profoundly different advice to aspiring practitioners of responsible management. This article proposes an introductory economics curriculum for management students that gives due emphasis to these more nuanced perspectives and thus equips aspiring business leaders with the skills they will need to build profitable enterprises that also fulfil the objective of generating sustainable value as envisioned by the Principles of Responsible Management Education.

Download Full-text

Crafting Responsible Management Practices in Business School Learning Outcomes: An Indian Case Study

Vision The Journal of Business Perspective ◽

10.1177/0972262916681249 ◽

2017 ◽

Vol 21 (1) ◽

pp. 46-62 ◽

Cited By ~ 7

Author(s):

Neeraj Singhal ◽

Preeti Suryawanshi ◽

Garima Mittal

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Learning Outcomes ◽

Curriculum Design ◽

Management Practices ◽

Management Education ◽

North India ◽

Responsible Management ◽

Academic System ◽

Management Institutions

Management education is increasingly facing societal demands for becoming responsible business. Many management institutions have therefore become involved in embedding sustainable development as part of responsible management education into their academic system. This was also due to use of ‘responsible management’ as one of the important criteria in the international accreditation process and thus leading to greater acceptability amongst its target audience. The United Nations (UN)-supported Principles for Responsible Management Education (PRME) initiative is an important catalyst for the transformation of management education in this direction. The research was based on analysis of around 60 peer-reviewed articles in the field of responsible management education to understand important categories where the institution can commit for implementation of sustainable development. The next part of research focuses on studying the declarations, charters or initiatives for higher education for sustainable development. Further, the research for this article was built upon discussions on implementation of PRME in designing the student learning outcomes (SLOs) for management education. The article intends to study the case of one institute from North India that has made an attempt to adopt the six (plus one) principles of PRME into the curriculum design for its Post Graduate Diploma in Management (PGDM). The article serves as an instrument to help higher education institutions (HEIs) that are planning to adopt PRME as it explains the processes, challenges and benefits of implementing PRME throughout the system.

Download Full-text

Lecturer-Student Collaboration as Responsible Management Education

Journal of Business Ethics Education ◽

10.5840/jbee2019163 ◽

2019 ◽

Vol 16 ◽

pp. 25-40

Author(s):

Victoria Pagan ◽

Ellie McGuigan ◽

Keyword(s):

Teaching And Learning ◽

Management Education ◽

Learning Experience ◽

Employment Opportunity ◽

Institutional Performance ◽

Student Collaboration ◽

Extant Literature ◽

Responsible Management ◽

Programme Development ◽

Performance Development

This article contributes to the conversation on the implementation of the Principles of Responsible Management Education (PRME) by reflecting the authors’ specific experiences of being lecturer and student in delivering/engaging with the Principles. It gives voice to these roles, which is largely absent from the extant literature that instead focuses most frequently on macrolevel, institutional motivation and programme development. The work provided outcomes that met institutional performance development requirements, teaching and research outputs. It provided an integrated learning and employment opportunity as an enhancement to the student’s degree. Yet despite these positives, as this article reveals, there is an uncomfortable sense of contradiction between the micro-practice of this teaching and learning experience, and the broader management pressures exerted by UK universities as institutions. The implication is that the possible systemic change that frameworks such as PRME may achieve is constrained by these contradictions.

Download Full-text

Transition to a hybrid teaching model as a step forward toward responsible management education?

Journal of Global Responsibility ◽

10.1108/jgr-12-2020-0111 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Francesca Pucciarelli ◽

Andreas Kaplan

Keyword(s):

Higher Education ◽

Management Education ◽

Business Schools ◽

Hybrid Approach ◽

Management Approach ◽

Teaching Model ◽

Health Crisis ◽

Content Type ◽

Responsible Management ◽

Hybrid Teaching

Purpose This paper aims to investigate how the COVID-19 health crisis could help business schools move towards more responsible management education (RME). Business schools have been extensively blamed in previous crises for not educating their students in a responsible way. The COVID-19 pandemic could be the pivotal opportunity for business schools to regain legitimacy and a wake-up call to accelerate their journey towards RME. The authors aim to outline an illustration of the transition to a hybrid teaching model and how such educational reconfiguration might lead to more sustainable and RME, also beyond COVID-19. Design/methodology/approach A qualitative approach is proposed to analyse and decrypt the challenges and opportunities of a hybrid approach, its implications for the transformation of business schools and RME. This study also includes a state-of-the-art literature review, a specific investigation of the case of ESCP, the European cross-border multi-campus business school, and in-depth interviews with stakeholders impacted by the crisis. Findings The health crisis demonstrated the unprecedented capability of higher education to embrace rapid and profound change. Furthermore, the pandemic served as a wake-up call in that it may even have caused the progress of business schools, previously somewhat reluctant, towards more socially responsible and sustainable thinking. Thus, the schools have used the COVID-19 crisis as an opportunity to regain legitimacy and be part of the solution rather than part of the problem. Practical implications The paper pulls together a multitude of suggestions for higher education in general and business schools in particular. Originality/value Combining two of higher education’s main challenges, namely, digitalisation and sustainability and applying the principles for responsible management education framework to map and analyse the pandemic’s implications, this paper provides a new, compelling and inspiring resource for business schools on their path to a more responsible management approach and education.

Download Full-text