Problem-Based Teaching in International Management: A Political/Economic Risk Assessment Exercise

Daly, Paula S.; White, M.; Zisk, Daniel S.; Cavazos, David E.

doi:10.1080/08975930.2012.779912

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…Sacco 2014) to classroom activities (e.g. Daly et al 2012). Much of this work has focused on a few specific cultural attributes, but in reality, any behaviour is an outcome both of predispositions and context.…”

Section: The Effects Of Culturementioning

confidence: 99%

Teaching in Iran: culture and consequences

Cray

McKay

Mittelman

2019

Intercultural Education

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The purpose of this paper is to examine cultural effects on interactions within a Canadian MBA program delivered in Iran. The analysis helps illuminate some of the important cultural differences between the countries and their importance for international education. The study also illustrates how single cause explanations often provide simplistic interpretations of culturally influenced behaviours. Results indicate that underlying cultural differences create issues for teaching and learning, but that their impact is subtle and complex.

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Section: The Effects Of Culturementioning

confidence: 99%

Teaching in Iran: culture and consequences

Cray

McKay

Mittelman

2019

Intercultural Education

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“…We can see the debt to medical teaching in the emphasis on students' analysis and understanding of an authentic 'real-life' practical case, which lies at the heart of the method. It has had some success in higher education institutions such as Maastricht University in the Netherlands (Vardi and Ciccarelli, 2008;Schmidt et al, 2009) with a growing perception of the potential value for the teaching of management subject disciplines (Smith, 2005;Daly et al, 2012;Ungaretti et al, 2015;Maddox et al, 2018). Much is claimed for this approach to teaching.…”

Section: Problem-based Learning (Pbl)mentioning

confidence: 99%

“…The perceptions of students on problem-based courses and the staff teaching them are generally positive (Loyens et al, 2011;Daly et al, 2012;Schmidt et al, 2009;Maddox et al, 2018 ). Surveys of their experiences show enthusiasm for the approach, with students in particular appreciative of the quality of informal and formal contact with staff.…”

Section: Implementation Of Pbl Coursesmentioning

confidence: 99%

“…The quality of their learning as individuals and as a group depends on the functioning of the discussion groups. Ineffective, unproductive student group meetings can lead to the perception that their learning time is wasted (Daly et al, 2012). But this is exactly the concern identified by teachers of PBL courses (Vardi and Ciccarelli, 2008).…”

Section: Implementation Of Pbl Coursesmentioning

confidence: 99%

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Addressing The Challenge of Building Research Capabilities in Business Management Undergraduate Students

Rich¹,

Brown²,

Banerjee³

2019

EJBRM

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The research process is complex, involving many conceptually different steps that require a variety of skills. For instance, early on in the research process the task of identifying and articulating a suitable research problem often involves, amongst other skills, a high level of creativity and critical thinking, whereas later on in the process, application of a suitable research method would require deep knowledge of the state of art in that methodology. As the techniques used by researchers to iterate between current discipline theory, subject knowledge and research methodology gets increasingly specialized, it is also becoming more opaque to people outside the research community. Management students with little or no exposure to research find this puzzling because they are being encouraged to do something creative and original, and at the same time they are expected to build on existing knowledge using a set of conventions associated with the chosen methodology. Business students in their 1st year face many new situations. Most of them have little experience of what research is about or the various elements that are necessary for a successful project. The teaching at school level mostly focuses on imparting subject knowledge and instilling basic numeracy and literary skills. It does not prepare them so well for setting their own goals and working independently ‑ the core of research. Traditional teaching methods can help them acquire the relevant subject knowledge and basic research methods. But putting these together in a piece of practical research requires in depth understanding and creative thinking. Problem‑based learning (PBL) is a way to help UG students at the beginning of their research attempts to develop the mindset and skills needed. This paper makes the case for introducing Critical Thinking skills to Business Management students in their 1st year, using a problem‑based Learning (PBL) approach. It assesses what was involved in developing and delivering such a course. Both staff and students found the experience challenging, but the overall response was positive establishing that the approach taken was fundamentally effective.

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“…A iniciativa dos autores se fundamenta na metodologia de Aprendizagem Baseada em Problemas, ou Problem-Based Learning (PBL) (BARROWS, 1986;BOUD & FELETTI, 1998;DUCH, GROH & ALLEN, 2001), abordagem originada na área da saúde e que cada vez mais ganha espaço no ensino universitário em geral (GILBERT & FOSTER, 1997;ROBERTO, 2005;PEREIRA et al, 2007;ESCRIVÃO FILHO, RIBEIRO, 2009;DALY et al 2012;FREZATTI & MARTINS, 2016).…”

Section: Introductionunclassified

Ensino-Ação: Uma Experiência de Aprendizado por Meio da Extensão Universitária

Silva

Makishi

2017

Rev. Grad. USP

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* Autora para correspondência: vivianlara@usp.br RESUMO Este texto relata uma experiência metodológica pioneira que vem sendo desenvolvida nos últimos dez anos na disciplina de Gestão Industrial, oferecida pelo curso de Engenharia e Alimentos da Faculdade de Zootecnia e Engenharia de Alimentos da Universidade de São Paulo (FZEA/USP). A iniciativa inova ao incorporar a extensão universitária, via empreendedorismo social, à metodologia de Aprendizagem Baseada em Problemas, ou Problem-Based Learning (PBL). O trabalho universitário junto à comunidade local motiva e enseja a aplicação de conceitos abordados em sala de aula, com importantes resultados em termos de fomento ao conhecimento, habilidade e atitude dos discentes. Ao mesmo tempo, reforça valores e aproxima universidade, empresa e sociedade. Mais do que prática e experiência exitosas restritas ao curso e à instituição, os resultados sugerem ser o método de ensino-ação por meio da extensão universitária potencialmente valioso ao incremento que se faz necessário à formação superior no Brasil.Palavras-Chave: Metodologia de Ensino-Aprendizado; Responsabilidade Social Universitária; Interação Universidade-Empresa. ABSTRACTThis paper reports a pioneering methodological experience that has been developed in the last ten years in the Industrial Management course offered by the Food Engineering and Engineering degree at the Animal Science and Food Engineering School of the University of São Paulo (FZEA/USP). The initiative innovates by incorporating university extension, through social entrepreneurship, to the Problem-Based Learning (PBL) methodology. The university work with the local community motivates and encourages the application of concepts addressed in the classroom, with important results in terms of promoting the knowledge, ability and attitude of the students. At the same time, it reinforces values and approaches university, business and society. More than successful practice and experience restricted to the course and to the institution, the results suggest that the teaching-action method through the university extension is potentially valuable to the increment, which is necessary for the higher education in Brazil.Keywords: Teaching-Learning Methodology; University Social Responsibility; University-Industry Interaction. IntroduçãoMudanças no ambiente institucional e competitivo sempre ocasionaram reflexos diretos nas atividades econômicas, sociais e políticas. Nunca, porém, isso se deu com a complexidade e o ritmo acelerado observados nos últimos tempos, especialmente em face do desenvolvimento tecnológico nas mais diferentes áreas do conhecimento e do repensar das formas em que modernamente a sociedade se organiza, regula e atende suas necessidades.Diante desse cenário, formar profissionais aptos a ingressarem no mercado de trabalho e atenderem aos anseios da sociedade já seria, por si, um grande desafio, sobretudo, e não apenas, diante da necessidade de se desenvolverem ferramentas de aprendizado adequadas ao contexto geracional. Não há como deixar de r...

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Problem-Based Teaching in International Management: A Political/Economic Risk Assessment Exercise

Cited by 8 publications

References 36 publications

Teaching in Iran: culture and consequences

Teaching in Iran: culture and consequences

Addressing The Challenge of Building Research Capabilities in Business Management Undergraduate Students

Ensino-Ação: Uma Experiência de Aprendizado por Meio da Extensão Universitária

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