Jana J. Burch

Student Engagement: Developing a Conceptual Framework and Survey Instrument.

Student engagement is considered to be among the better predictors of learning, yet there is growing concern that there is no consensus on the conceptual foundation. The authors propose a conceptualization of student engagement grounded in A. W. Astins (1984) Student Involvement Theory and W. A. Kahns (1990) employee engagement research where student engagement is built on four components: emotional engagement, physical engagement, cognitive engagement in class, and cognitive engagement out of class. Using this framework the authors develop and psychometrically test a student engagement survey that can be used by researchers to advance engagement theory and by business schools to monitor continuous improvement.

Identifying and Overcoming Threshold Concepts and Conceptions: Introducing a Conception-Focused Curriculum to Course Design

Educators have been challenged to identify threshold concepts and develop transformed students. This stands in stark contrast to many curriculum design and delivery models that currently view students as repositories of knowledge. In this article, we argue that educators can reach both goals, identify stumbling blocks and transforming students, through purposeful and insightful blending of a curriculum design and delivery using a conception-focused curriculum (CFC) to design courses built on the integration of concepts and viewing them through the lens of the discipline. This process takes advantage of the student’s previous knowledge and their natural learning tendencies. Educators that use the CFC model will identify threshold concepts, design learning activities that support learning outcomes, access prior knowledge and understandings, and guide students to overcome learning barriers.

Increasing Knowledge by Leaps and Bounds: Using Experiential Learning to Address Threshold Concepts

The discussion of threshold concepts is growing in the management education literature. These concepts create challenges for students and instructors since they act as barriers to learning. The reward for overcoming these obstacles is the opening of new ways of thinking that were not available before the student mastered the threshold concepts. We propose in this article that many students believe business education is “common sense” and do not understand that management is practice informed by theory. When students master the threshold concept concerning the “underlying game” of management, they begin to develop deeper and more meaningful understandings. From this perspective we demonstrate how we have used experiential exercises in an operations management class to facilitate active, social, and creative learning that exposes this threshold concept and moves the student through the preliminal, liminal, and postliminal stages of threshold concept mastery.

Student Engagement: An Empirical Analysis of the Effects of Implementing Mandatory Web-Based Learning Systems

ABSTRACT Student engagement has, and will continue to be, a key desire for educators. However, some policies that are aimed at increasing engagement may actually have the opposite effect. This study of 98 students investigates one mandatory policy to use a web-based learning system and presents the level of student engagement compared to other classes where the learning system was not used. Results show that students that were required to use the web-based material had lower engagement, thus providing evidence that participation is not synonymous with engagement. Implications for practice and research are proposed.

Web-based and face-to-face classes: are there unintended outcomes?

Purpose Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement. Design/methodology/approach Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors. Findings One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes. Research limitations/implications Research participants all came from one course, at one university. Practical implications There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies. Originality/value Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

Rethinking family business education

Purpose – Family businesses consist of a family system, a business system, and an ownership system. Current undergraduate business education only prepares family business students with business system education, thereby leaving the student with a misconception of the environment in which they will work. The paper aims to discuss these issues. Design/methodology/approach – Business education must change to provide these students with an integrated curriculum that allows them to make connections across disciplines, and provides the additional soft skills and hard skills needed to accomplish the task. Findings – The authors propose a conception focussed curriculum to accomplish this task and make suggestions on how such a system might be implemented. Originality/value – This approach provides family business educators with a model that they can implement, thereby better preparing family business students for their return to their family work.

Microaggression, anxiety, trigger warnings, emotional reasoning, mental filtering, and intellectual homogeneity on campus: A study of what students think

ABSTRACT College campus life is changing based on pressures to create safe environments for students to learn. Much of this change has been outlined in an article by Lukianoff and Haidt entitled “The Coddling of the American Mind.” The authors of the present article asked 188 students from two universities if microaggressions, trigger warnings, emotional reasoning, and mental filtering are prevalent on campus and whether colleges are promoting these concepts. The results show that the majority of students believe that universities must change the way these concepts are addressed to prevent intellectual homogeneity and to adequately prepare them for their business professions.