Active learning strategies in business education: using the law to build critical workforce skills

McDonald, DeShannon; Iscaro, Valentina; Posey, O. Guy

doi:10.1108/jieb-06-2021-0071

Cited by 6 publications

(1 citation statement)

References 30 publications

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“…This shift requires embracing a comprehensive view of innovation that goes beyond traditional passive approaches and instrumental teaching methods. Instead, the focus should be on developing relevant learning outcomes and delivering high educational value to students, employers, communities and society at large, which are frequently overseen (De Vries et al, 2011;Pan et al, 2021;McDonald et al, 2022). Likewise, SCM&L education must respond similarly by adopting systematic and articulated active pedagogical approaches for effective learning (Freeman et al, 2014;Romanovs and Merkuryev, 2019).…”

Section: Introductionmentioning

confidence: 99%

Educational innovation in supply chain management and logistics for active learning in Latin America

Salinas-Navarro,

Pacheco-Velazquez,

Da Silva-Ovando

et al. 2023

JIEB

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Purpose This study aims to present a conceptual framework aimed at promoting educational innovation in supply chain management and logistics (SCM&L). The framework can help to design active learning experiences regarding student learning outcomes that tackle current challenges in the discipline. Emphasizing the significance of linking students’ learning to real-world scenarios, the framework enables reflective learning through hands-on engagement in a constructive alignment, overcoming existing pedagogical limitations in the field. Design/methodology/approach This study presents a qualitative research methodology that relies on the case study method. Three instances are presented to illustrate educational efforts of active learning in countries of Latin America, Bolivia, Mexico and Peru, linking real-world relevant situations to disciplinary teaching and learning. Findings The innovative learning experiences introduced in this study transform real-world SCM&L operations into distinctive educational opportunities. These experiences facilitate learning not only within traditional classrooms but also in urban areas of the Latin American region, enabling students to interact with educational partners in authentic settings to achieve their intended learning outcomes. These experiences are characterized by their focus on establishing meaningful connections between learning and local communities, businesses or specific contexts. Research limitations/implications The study recognizes various limitations of conceptual, methodological, execution-related and research process aspects. First, not all academics in the SCM&L discipline may universally acknowledge the importance of educational innovation and active learning experiences because of limited pedagogical awareness. Moreover, execution-related limitations arise from the demanding nature of incorporating active pedagogical approaches into courses, as they can be resource-intensive and time-consuming. Regarding research process limitations, the case study limits generalizability and broader inferences because of its particular views and locations, which require further investigation with other instances across other disciplines and geographical regions for validation. Practical implications The practical implementation of this framework within the MIT SCALE network for Latin America and the Caribbean (LAC) demonstrates its potential in meeting diverse academic and institutional expectations and providing educational benefits to students. Social implications The study makes a valuable contribution to prioritizing and coordinating pedagogical research by investigating the success of learning outcomes achieved through active and experiential implementations in various contexts. It provides inspiring examples of innovative learning experiences that can drive new developments not only within the LAC region but also in other areas, prompting a shift away from traditional educational approaches. Originality/value This research presents a conceptual framework, which is developed from the insights obtained in the three learning experiences to guide future efforts in SCM&L education. The findings demonstrate how to structure active learning experiences based on authentic assessment and illustrate the potential for increased cooperation among institutions in Latin America. It also promotes the recognition of novel SCM&L active learning experiences and highlights some of the benefits of this approach.

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Section: Introductionmentioning

confidence: 99%

Educational innovation in supply chain management and logistics for active learning in Latin America

Salinas-Navarro,

Pacheco-Velazquez,

Da Silva-Ovando

et al. 2023

JIEB

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Empowering neurodivergent students in management education with gradual release of responsibility

Alstete,

Meyer,

Beutell

2024

The International Journal of Management Education

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Gender gap in the level of perceived achievement of complex thinking in business education in a Mexican university population

Medina-Vidal,

Vázquez-Parra,

Cruz-Sandoval

et al. 2024

HESWBL

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PurposeThis article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure.Design/methodology/approachOur analysis focused on two distinct groups of students, one at the beginning of their academic journey and the other nearing its completion, to explore whether perceptions of competency development were equitable across genders. Utilizing multivariate descriptive statistical analysis, we were able to substantiate the existence of a gender gap in the perceived development of competencies.FindingsWhile both male and female students showed improvement in their self-perceived competencies, the results indicate that women outperformed their male counterparts in the area of complex thinking and its associated sub-competencies by the conclusion of their degree programs.Practical implicationsThe evidence suggests that there is a gender gap in the educational process for this group of students, highlighting the urgent need to minimise disparities in the perception between male and female business students about their competencies.Originality/valueThis article presents findings that pave the way for future research aimed at exploring strategies to narrow the gap in perceived competency achievement throughout the educational journey in business studies, considering how the environment and cultural elements can be determining factors in how students perceive their abilities and skills.

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Active learning strategies in business education: using the law to build critical workforce skills

Cited by 6 publications

References 30 publications

Educational innovation in supply chain management and logistics for active learning in Latin America

Educational innovation in supply chain management and logistics for active learning in Latin America

Empowering neurodivergent students in management education with gradual release of responsibility

Gender gap in the level of perceived achievement of complex thinking in business education in a Mexican university population

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