Problem-Based and Project-Based Learning Approaches: Applying Knowledge to Authentic Situations

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

“…This requires a facilitating, supportive intervention style from management educators. As such, a coach makes students responsible for their own learning by allowing them to control and set their own learning goals (DeFillippi & Milter, 2009;Conklin & Hart, 2009). In this way, students learn to construct meaning from their own point of view, which helps them to grow personal skills in dealing with and adapting to complex, real-world challenges (DeFillippi & Milter, 2009).…”

“…As such, a coach makes students responsible for their own learning by allowing them to control and set their own learning goals (DeFillippi & Milter, 2009;Conklin & Hart, 2009). In this way, students learn to construct meaning from their own point of view, which helps them to grow personal skills in dealing with and adapting to complex, real-world challenges (DeFillippi & Milter, 2009). In this respect, supervisors adopting a coaching-oriented intervention style are more likely to expose students to ambiguous and open ended assignments, which in turn are likely to raise doubt and enhance (self-)inquiry-as suggested in proposition 5.…”

What is the best way to develop new managers? Problem-based learning vs. lecture-based instruction

“…However, a majority of these are theoretical (e.g., Stinson & Milter, 1996;Milne & McConnell, 2001;Brownell & Jameson, 2004;DeFillippi & Milter, 2009) rather than empirical. And those that report any empirical findings, do not directly compare learning outcomes for problem-based learning and lecturebased instruction (see for example, Hsieh & Knight, 2008;Mitchell, Canavan, & Smith, 2010;Downing, Ning, & Shin, 2011;Bamford, Karjalainen, & Jenavs, 2012;Stanley & Marsden, 2012;Hartman, Moberg, & Lambert, 2013).…”

Disciplinary Differences and Students’ Learning Preferences

“…In contrast, learners in Soft-Applied fields are more likely to need to have already established a reasonable base of knowledge before they can get the most from any practical experience [20]. DeFillippi and Milter [30] recommend employing instructional strategies that are focused on solving problems in order to promote Soft-Applied skills transfer into the workplace, and Neumann et al [20] note that, "A unique feature of soft applied fields is the tendency to include the contributions of experienced practitioners as a significant component in the teaching process" (p412). However, this can often be hard to communicate directly [31] and might be better learned through individual or group activities [32], an approach supported by evidence from Kember and Leung [26] showing that Business students reported greater amounts of "working together" than those in other humanities subjects and the sciences.…”