Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity
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1 Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity
2 Advances in Business Education and Training Volume 5 Series Editor: Piet Van den Bossche, Department of Educational Research and Development, Faculty of Economics and Business Administration, Maastricht University, the Netherlands Institute for Education and Information Sciences, University of Antwerp, Belgium Associate Editors: Wim Gijselaers, Department of Educational Research and Development, Faculty of Economics and Business Administration, Maastricht University, the Netherlands Richard G. Milter, Carey Business School, Johns Hopkins University, USA Scope of the series Advances in Business Education & Training is a Book Series to foster advancement in in the field of Business Education and Training. It serves as an international forum for scholarly and state-of-the-art research and development into all aspects of Business Education and Training. It will not only publish empirical studies but also stimulate theoretical discussions and address practical implications. Also reviews of important developments in the field are encouraged. The editors welcome contributions in which a line of reasoning is illustrated with experiments, design-based studies, best practices, and theory development. In addition, the editors encourage submission of new ideas for business education and training, papers that are not necessarily empirical in nature, but describe interesting new educational tools, approaches or solutions. The book series will include both edited volumes comprised of peer-reviewed articles as authored books. Each volume is dedicated to a specific theme in business education, and will be complemented with articles that can be a resource to advance business education and training.
3 Piet Van den Bossche Wim H. Gijselaers Richard G. Milter Editors Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity
4 Editors Piet Van den Bossche Institute for Education and Information of Science University of Antwerp, Belgium Department of Educational Research and Development Maastricht University Maastricht, The Netherlands Wim H. Gijselaers Department of Educational Research and Development Maastricht University Maastricht, The Netherlands Richard G. Milter The Johns Hopkins Carey Business School Baltimore, MD, USA ISBN ISBN (ebook) DOI / Springer Dordrecht Heidelberg New York London Library of Congress Control Number: Springer Science+Business Media Dordrecht 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied speci fi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (
5 Preface Business education is constantly looking for powerful practices to develop the future leaders, and business enterprises want to help graduates to become true experts. The book series Advances in Business Education and Training wants to contribute to this search and foster advancement in the fi eld of business education and training. It is an international forum for scholarly and state-of-the-art research and development into all aspects of business education and training. In this way, the book series is one of the platforms of the EDiNEB network ( ) which brings together professionals in educational institutions and corporate learning centres, who strive for innovation in developing learning environments. I am proud to present the present book Understanding and Facilitating Learning, the fi fth in this series. We want to thank all the contributors for presenting a wide range of interesting ideas. We believe strongly that they offer valuable input to further our capabilities in tackling the challenges ahead. I also want to thank the people that are not so visible but are indispensable for the success of this series: our reviewers. Below, you fi nd the names of the people that worked hard to deliver high-quality feedback to our authors. As you all know, this lays the foundation for expert performance. Thank you! Barsky Noah Beausaert Simon Birch Chris Bollen Laury Caniels Marjolein Clements Michael Clifton Jonathan Cope Pence Christine Donche Vincent Eringa Klaes Hommes Jeannette Janssen Boudewijn Macha Klaas Meng Christoph Pol Bernadette Raemdonck Isabel Reid Kristen Rezania Davar Rienties Bart Tempelaar Dirk v
6 vi Preface Folkestad James Gallego Angeles Tillema Harm Giesbers Bas Van den Bosch Herman Gijbels David Watland Kathleen H. Hernandez Nanclares Nuria Winter Esther Piet Van den Bossche Series editor Wim Gijselaers and Rick Milter Associate series editors
7 Understanding and Facilitating Learning: An Overview Piet Van den Bossche, Wim H. Gijselaers, and Richard G. Milter There is deep interest in learning. Learning is recognised as the only sustainable answer to an ever- and fast-changing environment. Global drivers are pushing to develop high levels of knowledge and skills with attention increasing to more demanding forms of twenty- fi rst-century competences (Dumont et al. 2010). This drives a genuine concern into the nature of learning, in order to be able to create the environments that can foster it. However, this learning shows to multifaceted, multidimensional and multilevelled and thus not easy to grasp. This implies that environments that aim to let learning fl ourish need to take into account these differences and build upon these. This book tackles this challenge and takes its implications into account for different levels of (organising) learning. This is re fl ected in the three different parts of this volume. The fi rst part covers studies on (differences in) individual learning and ways to support them. The second part brings together studies that take the analysis of learning to the level of the group (team learning, project-based learning, knowledge sharing in problem-based learning etc). This analysis is inevitable as knowledge is increasingly collaborative in our organisations and educational institutions understand the power of these group learning efforts. The last part brings two studies that are quite different but fundamentally related. It takes the question of learning to the organisational level. The thoughts presented in Part I and Part II have serious implications for the educational institutions that want to organise these learning environments. How do they take up this call for understanding and facilitating learning? Chapter Overview Part I Individual Learning The fi rst part of this book opens with a chapter by Tempelaar, Rienties, Giesbers and Schim van der Loeff on cultural differences in learning dispositions. The authors vii
8 viii Understanding and Facilitating Learning: An Overview study a broad range of individual differences that are of importance for learning, including learning process and learning conceptions, but also goals and motivations. Their analysis focuses at revealing differences in profiles of learning between students from different cultural backgrounds. The next chapter, Learning Styles and VSC Modules: A Statistical Analysis of Perceived and Actual Effectiveness by Don Cyr, reaches out to the learning environment and questions how characteristics of the learner interact with speci fi cities of this learning environment. The study is conducted in the context of the implementation of VSC modules for teaching fi nancial mathematics concepts in an introductory MBA fi nance course. The last chapter of this fi rst part takes the learner out of the business school and into the workplace. Beausaert, Segers, van den Berge, Hommes and Gijselaers look into the continuing professional development of employees. More and more, organisations rely on tools such as professional development plans to facilitate and guide the learning of their employees. The authors study the role of the supervisor, which is recognised as an important supporting condition, in stimulating and guiding the employee s use of a personal development plan. This chapter reports on an intervention study that aimed to develop the competences of the supervisor in guiding through the personal development plan. Part II Group Learning Magnier -Watanabe, Benton, Herrig and Aba explore in their chapter Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom how group work can be used for students to learn how to cope with an increasing multicultural environment and reap the bene fi ts of this diversity. They have tackled this challenge by letting students work in mixed and geographically distributed virtual teams on various exercises and case studies dealing with issues speci fi c to cross-cultural management. They identify what students take from this experience and provide concrete recommendations on the development of such a course and its institutional support, structure, blended learning, tangible diversity and crosscultural learning. The chapter by Grohnert, Bohle Carbonell, Dailey-Hebert and Segers looks at the evaluation of a learning environment that comprises an important collaborative part. They present a model that identi fi es important aspects of this learning environment and relate that to learning and satisfaction. They apply this evaluation model to two online courses provided to professionals. Juskiw and Glanz identify in their chapter the learning power of applied research projects. They analyse the learning potential of projects that are conducted in collaboration between academy and industry. These projects can provide an authentic learning environment that otherwise cannot be offered in our educational institutions. Based upon the concepts of action research, problem-based learning and
9 Understanding and Facilitating Learning: An Overview ix appreciative inquiry, the authors model the experience in such projects and show its added value. These kinds of authentic projects are also the context of the study presented in the next chapter by Rienties, Willis, Alcott and Medland. This chapter reports through design-based research on the implementation of assessment of learning in project work: how can self-re fl ection, peer rating and peer assessment help learners to re fl ect on their role within a group and their individual contribution to the project? Part III Organisational Learning Reid explores in her chapter Perspectives and Practice: Facilitating the Learning of the Twenty-First-Century Manager the consequences of introducing new pedagogic processes. The analysis shows how dialogue plays a crucial role in how pedagogical innovation takes place. Hereby, the chapter underscores the importance of tackling the challenge of consistency when implementing innovative pedagogies and dialogues within emergent communities of practice, allowing members to discuss, debate and challenge perceptions and develop more robust teaching practices. The last chapter of this book by Claudine Schweber questions how higher education can prepare itself for continuity when confronted with disasters. The chapter Survival Lessons: Academic Continuity, Business Continuity, and Technology starts from the observation that business organisations ensure that essential functions continue, higher education institutions pay much less attention to this. The chapter argues on the need for being prepared and explores possibilities to do so. Reference Dumont, H., Istance, D., & Benavides, F. (2010). The nature of learning. Using research to inspire practice. Paris: OECD.
10
11 Contents Understanding and Facilitating Learning: An Overview... Piet Van den Bossche, Wim H. Gijselaers, and Richard G. Milter vii Part I Individual Learning 1 Cultural Differences in Learning Dispositions... 3 Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, and Sybrand Schim van der Loeff 2 The Relationship Between Learning Styles and the Effectiveness of VSC Modules in Finance Education Don Cyr 3 The Crucial Role of the Supervisor in Supporting Employees Use of a Personal Development Plan: An Exploratory Intervention Study Simon Beausaert, Mien Segers, Anniek van den Berge, Jeannette Hommes, and Wim Gijselaers Part II Group Learning 4 Bringing Virtual Teams and Cross-Cultural Business Education into the Classroom Rémy Magnier-Watanabe, Caroline Benton, Harald Herrig, and Olivier Aba 5 An Evaluation Model for Collaborative Online Courses: The Impact of Knowledge Sharing and Communication Climate Therese Grohnert, Katerina Bohle Carbonell, Amber Dailey-Hebert, and Mien Segers xi
12 xii Contents 6 MBA Applied Research Projects: Authentic Learning for the Hospitality Industry Peter Juskiw and Lyn Glanz 7 Student Experiences of Self-Re fl ection and Peer Assessment in Providing Authentic Project-Based Learning to Large Class Sizes Bart Rienties, Anthony Willis, Peter Alcott, and Emma Medland Part III Organisational Learning 8 Perspectives and Practice: Facilitating the Learning of the Twenty-First-Century Manager Kristen Reid, Sarah Robinson, and Paul Quintas 9 Survival Lessons: Academic Continuity, Business Continuity, and Technology Claudine SchWeber
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