Purpose

The purpose of this study is to utilize an exploratory multiple-case design research method using three undergraduate management courses at a medium-sized private comprehensive college near a large metropolitan area in the USA.

Design/methodology/approach

This paper explores differentiated instruction in relation to experiential learning in management education by examining three teaching applications from different management courses to illustrate these concepts.

Findings

The use of differentiated instruction in management education is supported through varied approaches such as individual student and team-based scaffolding that demonstrate the applicability of differentiation. In addition to improving student learning, other benefits include improved student retention and faculty autonomy in course creation and delivery. The implementation involves a proactive response to learner needs informed by a faculty perspective that recognizes student diversity yet retains quality assurance standards with mindful assessment and planning.

Research limitations/implications

The comparatively small number of courses and instructional methods may make the specific findings and examples more relevant to the type of institution examined. Yet, the general conclusions and methods identified have potential implications for learners in a wide variety of colleges and universities.

Practical implications

Differentiated instruction may be a useful approach for enhancing learning in heterogenous groups of students by recognizing student readiness and making appropriate modifications.

Originality/value

This paper offers an exploratory overview of differentiated instruction with guidance for management faculty members in designing and implementing these approaches in their courses.

中文翻译：

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通过差异化的教学丰富管理学习

目的

这项研究的目的是利用探索性多案例设计研究方法，在美国大都市附近的一所中等私立综合大学中使用三门本科管理课程。

设计/方法/方法

本文通过研究来自不同管理课程的三种教学应用来说明这些概念，从而探索与管理教育中的体验式学习相关的差异化教学。

发现

通过不同的方法（例如单个学生和基于团队的脚手架）来支持差异化教学在管理教育中的使用，这些方法证明了差异化的适用性。除了改善学生的学习之外，其他好处还包括提高了学生的保留率，并在课程创建和授课中提高了教师的自主性。实施包括通过教师观点主动响应学习者的需求，这种观点承认学生的多样性，但通过认真的评估和计划保留了质量保证标准。

研究局限/意义

相对较少的课程和教学方法可能会使特定的发现和示例与所检查的机构类型更加相关。然而，所确定的一般结论和方法对各种学院和大学的学习者都有潜在的影响。

实际影响

区分教学可能是一种有用的方法，可通过识别学生的准备情况并进行适当的修改来增强异类学生的学习。

创意/价值

本文提供了差异化教学的探索性概述，并为管理教职员工在课程设计和实施这些方法时提供了指导。