Lecturer-Student Collaboration as Responsible Management Education

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.

Principles of Responsible Management Education (PRME)

2018 ◽  
pp. 43-55
Author(s):  
Malebo Mokoqama ◽  
Ziska Fields
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Learning Experience ◽  
Real Life ◽  
Practical Application ◽  
Responsible Management ◽  
The World

Curriculums of business schools have been questioned in terms of the relevancy and practical application of real life scenarios. Business schools have a responsibility to promote and encourage responsible management education within their curricula and learning experience. Being responsible allows business schools to produce graduates who will become responsible leaders who have a lasting impact on businesses, communities, the environment, the country and the world. There is rising pressure for business schools to promote responsible management education through initiatives such as the Principals of Responsible Management Education (PRME). This chapter seeks to identify the challenges and benefits of PRME and the role that business schools play in implementing it in their curriculums.

Principles of Responsible Management Education (PRME)

2017 ◽  
pp. 229-241
Author(s):  
Malebo Mokoqama ◽  
Ziska Fields
Keyword(s):  
Management Education ◽  
Business Schools ◽  
Learning Experience ◽  
Real Life ◽  
Practical Application ◽  
Responsible Management ◽  
The World

Curriculums of business schools have been questioned in terms of the relevancy and practical application of real life scenarios. Business schools have a responsibility to promote and encourage responsible management education within their curricula and learning experience. Being responsible allows business schools to produce graduates who will become responsible leaders who have a lasting impact on businesses, communities, the environment, the country and the world. There is rising pressure for business schools to promote responsible management education through initiatives such as the Principals of Responsible Management Education (PRME). This chapter seeks to identify the challenges and benefits of PRME and the role that business schools play in implementing it in their curriculums.

A Methodology for Building Faculty Support for the United Nations Principles for Responsible Management Education

2011 ◽  
Vol 36 (3) ◽  
pp. 312-336 ◽  
Author(s):  
Michael J. Maloni ◽  
Shane D. Smith ◽  
Stuart Napshin
Keyword(s):  
United Nations ◽  
Structural Model ◽  
Management Education ◽  
Faculty Support ◽  
Business Faculty ◽  
Extant Literature ◽  
Responsible Management ◽  
The United Nations ◽  
Insight Into

Evidence from extant literature indicates that faculty support is a critical driver for implementing the United Nations Principles for Responsible Management Education (PRME), particularly for schools pursuing an advanced, cross-disciplinary level of sustainability integration. However, there is limited existing research offering insight into how to build faculty support for sustainability programs. Addressing this gap, the authors present an exploratory methodology using a survey and structural model to measure differential faculty support for sustainability. The methodology also increases awareness of the underlying drivers of and barriers to expanding the reach of sustainability across business faculty, ultimately allowing PRME institutions to address their distinct needs. The authors describe application of the methodology at a recent PRME signatory institution, including actions taken as a result of intriguing findings that identified difficulties in gaining broad faculty acceptance of PRME.

scholarly journals University teaching staff as learners of the pedagogical use of ICT

Seminar.net ◽  
2007 ◽  
Vol 3 (1) ◽  
Author(s):  
Erika Löfström ◽  
Anne Nevgi
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
University Teaching ◽  
Teaching Staff ◽  
Web Based ◽  
Student Collaboration ◽  
University Teachers ◽  
Pedagogical Skills ◽  
Information And Communication ◽  
Collegial Interaction

The aim of the article is to increase the understanding of how university teachers think about pedagogy in web-based teaching. The orientation to pedagogy that teachers have in their instruction is evident from their thoughts about student learning. The focus of this study is on the pedagogy that the teachers displayed in their collegial interaction during a web-based staff training course. The objective of this course was to enhance the teachers’ pedagogical skills in their web-based teaching. The qualitative data consisting of the teachers’ web-based discussions provides insight into their conceptions of what constitutes good teaching and learning. These conceptions can be understood in light of the theoretical model of meaningful learning (Jonassen, 1995). Furthermore, deepening a teacher’s understanding by taking the learner’s position appears to be a powerful tool in understanding the prerequisites for the successful use of information and communication technology (ICT) in teaching. The results show that teachers were more focused on how to facilitate student collaboration in their web-based teaching and less on how to contextualise the content or how to facilitate the transferability of the content taught into other contexts and situations. The teachers’ own experiences of what it means to be a learner in a web-based environment may be an essential learning experience through which they realise that when teaching in web-based environments, it is necessary that every choice they make be justifiable in terms of pedagogy.

Building Student Engagement Through Collaborative Practice in Business Management Education

2021 ◽  
pp. 1091-1104
Author(s):  
Jehangir Pheroze Bharucha
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching And Learning ◽  
Management Education ◽  
Learning Experience ◽  
College Teaching ◽  
Theoretical Method ◽  
Collaborative Practice ◽  
Collaborative Approach ◽  
Current Article

The current article contributes to student engagement literature in higher education in line with the paradigm shift taking place in college teaching in India. The aim of this article supports that the collaborative approach does lead to active student engagement. The findings reflect the success of this Mumbai college in ensuring that each student participates in an active learning experience. This had clearly produced a level of engagement that other forms of learning cannot. As this study shows, in the Indian context, the collaborative approach turns out to a great answer to the present theoretical method of teaching and learning.

scholarly journals Reflections on Blended Learning in Management Education: A Qualitative Study with a Push-pull Migration Perspective

2021 ◽  
pp. 231971452110136
Author(s):  
Jaya Gupta ◽  
Kapil Garg
Keyword(s):  
Qualitative Study ◽  
Teaching And Learning ◽  
Management Education ◽  
Learning Experience ◽  
Business Leaders ◽  
Structured Interviews ◽  
Educational Models ◽  
Teaching And Learning Environment ◽  
Factors Influencing ◽  
Education Today

COVID-19 pandemic is a major disruptor for education today. Its onset has necessitated innovations in design and delivery of teaching and learning environment with extensive technology integration. The present study aims to scan the factors that are bringing about major transformations in management education in current times. The study extends the demographic push-pull (PP) migratory model to explain and analyse the factors that can enable a smooth transit to a technology enabled virtual teaching and learning mode in business schools or B-schools. In the present phenomenological qualitative study, based on the management faculty responses, the major pull and push factors influencing this switching decision are identified. The data is gathered using semi-structured interviews with open-ended questions designed to answer the research questions. The conceptual model has been proposed that portrays the factors influencing switching intentions. This article highlights the need of reforms in the prevailing management educational models. Also, it provides insights into how the necessary changes in Management Education 4.0 that are important to improve the overall learning experience of future business leaders.

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

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.

Responsible Management Education

2014 ◽  
Vol 43 (7) ◽  
pp. 384-386
Author(s):  
Jasmin Godemann ◽  
Christian Herzig ◽  
Jonas Haertle
Keyword(s):  
Management Education ◽  
Responsible Management

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Principles for responsible management education in 2068

Futures ◽  
2019 ◽  
Vol 111 ◽  
pp. 81-89 ◽  
Author(s):  
Lionel Huntley Henderson ◽  
Alec Wersun ◽  
John Wilson ◽  
Shirley Mo-ching Yeung ◽  
Kejing Zhang
Keyword(s):  
Management Education ◽  
Responsible Management
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