Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator’s LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.
In higher education, gamification offers the prospect of providing a pivotal shift from traditional asynchronous forms of engagement, to developing methods to foster greater levels of synchronous interactivity and partnership between and amongst teaching and learning stakeholders. The small vein of research that focuses on gamification in teaching and learning contexts, has mainly focused on the implementation of predetermined game elements. This approach reflects a largely asynchronous approach to the development of learning practices in educational settings, thereby limiting stakeholder engagement in their design and adoption. Therefore, we draw on the theory of co-creation to examine the development process of gamification based learning as a synchronous partnership between and amongst teaching and learning stakeholders. Our findings suggest that students gain a greater sense of partnership and inclusivity as part of a synchronous co-creation gamification based learning development and implementation process.
Management education scholarship has long outlined the need to enhance student engagement and participation in business schools, using more innovative teaching practices. This is increasingly motivating scholars to strive for more collaborative pedagogic dynamics between teachers and students. At the same time, research into co-creation of Game Based Learning material such as board games has largely focused on the value added to games when educators involve students in the design process. However there has been scant research examining the qualities of co-creational game design exercises as teaching experiences themselves, thus overlooking the opportunity to conceptualise such activities as an innovative teaching tool that can help educators facilitate student engagement and participation. To address this research gap, this paper presents a case study where Project Management students participated in two co-creation workshops designing educational Project Management games. Data were collected conducting focus groups at the end of the two workshops. Throughout the paper we have sought to present some positive outcomes of such processes as well as some critical points that emerged through the data that were collected. Mentionable outcomes include a series of positive characteristics of co-creative Game Based Learning activities like enhanced engagement as well as a list of challenges when facilitating such activities. The main findings of this research have been organised in two frameworks, one outlining five positive characteristics of co-creative Game Based Learning activities: engagement with knowledge, knowledge assessment, creativity, communication and the second outlining challenges in facilitating such activities: lack of focus, lack of structure and the need for more practice oriented games. The suggested frameworks can assist educators conceptualise and utilise such exercises to create more effective and participatory learning environments.
Management education scholarship has long outlined the need to enhance student engagement and participation in business schools, using more innovative teaching practices. This is increasingly motivating scholars to strive for more collaborative pedagogic dynamics between teachers and students. At the same time, research into co-creation of Game Based Learning material such as board games has largely focused on the value added to games when educators involve students in the design process. However there has been scant research examining the qualities of co-creational game design exercises as teaching experiences themselves, thus overlooking the opportunity to conceptualise such activities as an innovative teaching tool that can help educators facilitate student engagement and participation. To address this research gap, this paper presents a case study where Project Management students participated in two co-creation workshops designing educational Project Management games. Data were collected conducting focus groups at the end of the two workshops. Throughout the paper we have sought to present some positive outcomes of such processes as well as some critical points that emerged through the data that were collected. Mentionable outcomes include a series of positive characteristics of co-creative Game Based Learning activities like enhanced engagement as well as a list of challenges when facilitating such activities. The main findings of this research have been organised in two frameworks, one outlining five positive characteristics of co-creative Game Based Learning activities: engagement with knowledge, knowledge assessment, creativity, communication and the second outlining challenges in facilitating such activities: lack of focus, lack of structure and the need for more practice-oriented games. The suggested frameworks can assist educators conceptualise and utilise such exercises to create more effective and participatory learning environments.
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.
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