Staying alive to learning: Integrating enactments with case teaching to develop leaders

Gilmore, Thomas N.; Schall, Ellen

doi:10.1002/(sici)1520-6688(199622)15:3<444::aid-pam8>3.3.co;2-z

Cited by 8 publications

(10 citation statements)

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“…But its efficacy can be clearly explained by reference to several factors (see Flynn and Klein, 2001; Robyn, 1998; Roy and Banerjee, 2012; Walker, 2009; Watson and Sutton, 2012). First, the interactive approach engenders engagement – that is, it enables and encourages students both to listen and to contribute more actively (Gilmore and Schall, 1996). As will be discussed further, one reason for this will be the intrinsic interest of whatever teaching object is the focus of the discussion.…”

Section: Interactive Teaching and Learningmentioning

confidence: 99%

Interactive education in public administration (1)

Alford

Brock

2014

Teaching Public Administration

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Schools of public policy and administration are increasingly adopting interactive case teaching (long used in business schools) as one of their primary pedagogical methods – not least because of its usefulness in both stimulating engagement by students and helping them turn that engagement into learning. This article and its companion piece (Interactive education in public administration (2): Strategies for teachers) acknowledge and explain this usefulness, but go beyond cases to also include other forms of what we call teaching ‘objects’. Starting with an outline of the educational rationale of interactive teaching, this article explains the nature of ‘objects’, how they enhance learning, their relevance specifically to public policy and administration, and what distinguishes good from poor objects. It focuses primarily on why teaching objects are used. The companion article sets out how to use them, laying out strategies for instructors.

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Section: Interactive Teaching and Learningmentioning

confidence: 99%

Interactive education in public administration (1)

Alford

Brock

2014

Teaching Public Administration

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“…Indeed, it has been said that cases have become “ubiquitous” in management education (Schmidt-Wilk, 2010, p. 492); case discussions provide varied benefits. Gilmore and Schall (1996) find that case discussions are preferred to lectures when training future business leaders because they serve to enhance students’ problem-solving skills. Liang and Wang (2004) indicate that cases “bring ‘a chunk of reality’ into the classroom so that students can learn how to solve complex problems in the real world” (p. 409).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Cold-Calling on Student Voluntary Participation

Dallimore

Hertenstein

Platt

2012

Journal of Management Education

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Classroom discussion is perhaps the most frequently used “active learning” strategy. However, instructors are often concerned about students who are less inclined to participate voluntarily. They worry that students not involved in the discussion might have lower quality learning experiences. Although instructors might consider whether to call on a student whose hand is not raised (“cold-call”), some instructors resist cold-calling fearing that the student will feel uncomfortable. This study examines the impact of cold-calling on students’ voluntary participation in class discussions and their comfort participating in discussions. The results demonstrate that significantly more students answer questions voluntarily in classes with high cold-calling, and that the number of students voluntarily answering questions in high cold-calling classes increases over time. Furthermore, students in classes with high cold-calling answer more voluntary questions than those in classes with low cold-calling; this also increases over time. Finally, in classes with high cold-calling, students’ comfort participating in class discussions increases while in classes with low cold-calling, students’ comfort participating does not change. Research findings show that cold-calling can be done fairly extensively without making students uncomfortable. Thus, the research reported here provides support for using this instructional strategy to engage more students to participate in discussions.

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“…This approach to teaching is well suited to education about these types of public sector capabilities (and others for which space precludes detailed explanation), as foreshadowed in the companion article. Among the features of interactive teaching which lend themselves this are its emphasis on learning by doing (Gilmore and Schall, 1996; Foster et al, 2010); the sharing of control by teachers and students of what gets discussed (Boehrer, 1995); the room it leaves for the teacher to apply a variety of ways to structure the class (Brock and Cameron, 1999); and of course the fact that it is likely to stimulate student interest. In addition, interactive teaching fosters what we might call ‘meta-skills’ of public administration students, such as advocacy, context sensitivity, logical reasoning, and judgment (Robyn, 1998; Denhardt, 2001; Walker, 2009; Silvia, 2012).…”

Section: The Requisite Capabilities Of Public Servantsmentioning

confidence: 99%

Interactive education in public administration (2)

Brock

Alford

2014

Teaching Public Administration

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The previous article (‘Interactive education in public administration (1): The role of teaching “objects”’) described the benefits of ‘moving from behind the lectern’ to engage in interactive teaching in public policy and administration, and the central role of ‘objects’ in that process. But teaching ‘objects’ can only produce effective results if they are used in a way that achieves learning objectives. Interaction for interaction’s sake is not enough; it must also lead to understanding of new concepts and analytical approaches. Moreover, interactive teaching can be challenging for teachers who mainly use didactic traditional lecturing, since it entails sharing control of the discussion with students. This article explains and justifies a purposeful, structured framework both for stimulating engagement in public administration courses, and for turning that engagement into learning, in a way that provides for the intellectual safety of the teacher and student – which is crucial for enabling participants to take risks in classroom discussions. In the process, the article further addresses the rationale for using interactive and object-based approaches specifically in public administration and related disciplines.

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Staying alive to learning: Integrating enactments with case teaching to develop leaders

Cited by 8 publications

References 0 publications

Interactive education in public administration (1)

Interactive education in public administration (1)

Impact of Cold-Calling on Student Voluntary Participation

Interactive education in public administration (2)

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