Evidence: Where Scholarship Meets Artistry

Encouraging students to actively engage with course material is an ongoing challenge for many management educators. One common tactic is to use various technologies that allow tech-savvy Millennial Generation students to take a more active role in their learning. In this article, we describe an innovative group project that challenges students to integrate Xtranormal (text-to-video software) into a role-play exercise. This project was incorporated into undergraduate human resource management courses at two universities. Qualitative self-report student learning data were collected over the course of three semesters from 210 students. The data offer insights into why and how this project excited the students and positively affected their perceptions about designing and evaluating a training session, applying training concepts, and demonstrating other human resource management concepts. We found that providing students an opportunity to use Xtranormal resulted in a number of learning outcomes, including creative freedom that enhanced engagement with the material, greater understanding and application of concepts, and training method and design competency, among others.

Section: Methods To Assess Student Learningmentioning

confidence: 99%

Xtranormal Learning for Millennials

Stratton

Julien

2013

“…However, SOTL research can provide a more immediate connection to teaching practice, including motivation for and opportunities to improve one’s own teaching practice (Balkin & Mello, 2012; Burke & Rau, 2010; Dyck, 2017; Hanc, 2016; Morris & Usher, 2011; Preparing Future Faculty & Council of Graduate Schools, n.d.). SOTL research relies frequently on first-person experience; scholars examine their own teaching and learning experience in intentional ways to improve learning outcomes (Bain, 2004; Brown, Charlier, Rynes, & Hosmanek, 2013; Preparing Future Faculty & Council of Graduate Schools, n.d.; Schmidt-Wilk, 2010; Stabile, 2014). Thus, arguing that one may narrow the knowing—doing gap with respect to teaching practice using SOTL work may be more justified than that with discipline-based scholarship and managerial practice.…”

Section: Challenging the Lorementioning

confidence: 99%

“…Additionally, many of the articles in the teaching/education journals are based on student-focused classroom practices and course management techniques, along with evidence of their effectiveness in achieving learning outcomes. This journal, in particular, requires such evidence in its Instructional Innovation articles (Lund Dean & Forray, 2014; Schmidt-Wilk, 2010).…”

Section: Challenging the Lorementioning

confidence: 99%

The Scholarship of Teaching and Learning: Changing the Dominant Narrative About (and In) Research Institutions

Asarta

Bento

Fornaciari

et al. 2018

Despite calls for and advances in the scholarship of teaching and learning (SOTL) over the years, research-intensive institutions have a persistent reputation as preferring and demanding Boyer's "scholarship of discovery" at the expense of SOTL work. In this article, we challenge the dominant narrative that research-focused institutions-the Carnegie "R1"and "R2"-do not engage in or value SOTL research in business and management education (BME). In a previous empirical study, we found evidence that a surprising proportion of R1 and R2 schools are already creating and disseminating innovative and impactful BME work. Using diffusion of innovations theory, we argue that those institutions can provide leadership due to their BME work, and examine what this might mean in terms of the prospects for diffusion of BME research among all research-intensive institutions. Due to

“…After reviewing feedback from using the case and making appropriate revisions, if possible, the author should ask other instructors to teach with the case, collect feedback from those instructors and their students, and make further revisions based on the feedback (e.g., Schmidt-Wilk, 2010). A questionnaire completed by students before and after analyzing the case provides another source of data for assessing improvement in student understanding of concepts and skills addressed by the case.…”

Section: The Fifth Step: Testmentioning

confidence: 99%

Using Design Thinking to Write and Publish Novel Teaching Cases: Tips From Experienced Case Authors

Sheehan

Gujarathi

Jones

et al. 2017

With increasing calls for a greater connection between management education and practice, teaching cases play a vital role in the business curriculum. Cases not only allow instructors to expose students to practical problems but also let educators contribute to the scholarship of teaching and learning. An important reason why faculty members may refrain from writing cases is they perceive it is difficult to develop publishable cases that are also novel. Reviewers of the journals that publish teaching cases are increasingly asking authors to place the case in the extant literature and explain what makes their case unique. To overcome some of the challenges encountered when attempting to write and publish novel teaching cases, this article presents a useful framework—Design Thinking—for tackling the “wicked problem” of developing novel cases and provides experience-based tips to implement the framework. By introducing the concepts and language of design thinking, we provide case writers with an iterative approach that leads to the development of novel cases by identifying and innovatively addressing instructors’, students’, and editors’ demands. We argue that by applying a design-thinking approach, case writers can produce novel and publishable instructional cases.