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Assessing the authenticity of cases, internships and problem-based learning as managerial learning experiences: Concepts, methods and lessons for practice
The International Journal of Management Education ( IF 4.564 ) Pub Date : 2020-11-01 , DOI: 10.1016/j.ijme.2020.100425
Andre Perusso , Thomas Baaken

Abstract It has been long argued that business education must transform itself to support students’ acquisition of twenty-first-century competencies, such as critical thinking, effective communication, and collaborative problem-solving. Recognising the limitations of the lecture model in fostering these competencies, scholars favour approaches that integrate theory with practice. However, the question of how to best introduce practice in the business curriculum remains unanswered. Are some methods for doing so better than others? This paper contributes to this discussion by analysing the three most common approaches currently used to introduce practice in the business curriculum: the case method, internships, and problem-based learning (PBL). Each of these methods is examined in relation to how it incorporates what scholars identify as the four building blocks of a management learning epistemology: (1) ill-defined problems where students (2) execute solutions in real-life (3) in close collaboration with a real organisation, with learning (4) supported by a process of reflection. Based on this appraisal, this paper suggests that none of these popular approaches adequately incorporate the four blocks, but PBL is the approach best suited to adaptation. An adapted version of PBL that incorporates these four building blocks is presented and illustrated with two real-life examples.

中文翻译:

评估案例、实习和基于问题的学习作为管理学习经验的真实性:实践的概念、方法和经验教训

摘要 长期以来,商业教育必须自我转变,以支持学生获得 21 世纪的能力,例如批判性思维、有效沟通和协作解决问题的能力。认识到讲座模式在培养这些能力方面的局限性,学者们倾向于将理论与实践相结合的方法。然而,如何在商业课程中最好地引入实践的问题仍未得到解答。这样做的一些方法是否比其他方法更好?本文通过分析目前用于在商业课程中引入实践的三种最常见方法来促进这一讨论:案例方法、实习和基于问题的学习 (PBL)。研究了这些方法中的每一种,它如何结合学者们认为的管理学习认识论的四个组成部分:(1) 定义不明确的问题,学生 (2) 在现实生活中执行解决方案 (3) 密切合作有一个真正的组织,学习 (4) 由反思过程支持。基于这种评估,本文认为这些流行的方法都没有充分结合这四个模块,但 PBL 是最适合适应的方法。介绍了包含这四个构建块的 PBL 的改编版本,并用两个现实生活中的例子进行了说明。通过反思过程支持学习(4)。基于这种评估,本文认为这些流行的方法都没有充分结合这四个模块,但 PBL 是最适合适应的方法。介绍了包含这四个构建块的 PBL 的改编版本,并用两个现实生活中的例子进行了说明。通过反思过程支持学习(4)。基于这种评估,本文认为这些流行的方法都没有充分结合这四个模块,但 PBL 是最适合适应的方法。介绍了包含这四个构建块的 PBL 的改编版本,并用两个现实生活中的例子进行了说明。
更新日期:2020-11-01
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