Creating and Diffusing a Technology Champion Course

Granitz, Neil; Hugstad, Paul S.

doi:10.1177/0273475304268777

Cited by 14 publications

(9 citation statements)

References 129 publications

(163 reference statements)

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“…Colleges of business are among the fastest growing in terms of course and programming efforts, with 43% offering online educational programs (Sloan Consortium, 2005). The question is no longer whether online education will continue to expand but the form it will take (Granitz & Hugstad, 2004;Stallings, 2002). Unquestionably, there is an online learning boom occurring, and this form of educational delivery has become a top priority for the 21st-century higher education system (Bagnato, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

Peltier

Schibrowsky

Drago

2007

Journal of Marketing Education

187

134

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A structural model of the drivers of online education is proposed and tested. The findings help to identify the interrelated nature of the lectures delivered via technology outside of the traditional classroom, the importance of mentoring, the need to develop course structure, the changing roles for instructors and students, and the importance of designing and delivering course content on the enhancement of the online learning experience. The results support an integrated, building-block approach for developing successful online programs and courses.

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Section: Introductionmentioning

confidence: 99%

The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

Peltier

Schibrowsky

Drago

2007

Journal of Marketing Education

187

134

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“…Business simulations employed in management education (cf. Fawcett 1995;Granitz, Hugstad 2004) such as board games can be valuable pedagogical tools (cf. Wyss-Flamm, Zandee 2001).…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning in Management Education

Eckhaus

Klein

Kantor

2017

Business, Management and Education

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Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

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“…A variety of techniques has been used by faculty as they attempt to engage students in large sections in course material (Carbone 1998). Although one study observed that technology is not widely used for pedagogical purposes in the classroom (Granitz and Hugstad 2004), other studies have found that the Internet and e-mail are often used for administrative purposes such as communicating with students and providing information (Davis 2002;Stern and Tseng 2002). Peterson (2002) found that a majority of marketing faculty use some form of technology in the teaching process, with presentation software (e.g., PowerPoint) being the most common.…”

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confidence: 99%