Abstract
Management education is sought globally due to its applicability and employable characteristics. Management education, however, is delivered differently in different parts of the world. Various teaching methods are adopted to ensure that students are industry-ready when they graduate, but the question remains whether these methods promote powerful learning. Hence this chapter aims to critically review the teaching and learning in management education from the lens of powerful learning and suggest strategies to promote powerful learning in management education. In the process, the chapter also will discuss what powerful learning includes in general and more so for management education.
TopBackground
Recent educational reforms particularly for the creation of powerful learning environments are increasingly gaining attention across the world, based on constructivist educational theory. This is also seen as an innovative approach to raising educational standards and creating more engaged active learners. Powerful learning environments aim to improve the quality of learning experiences by creating more active, student-centered classrooms in schools and universities, particularly through the use of technology. The notion of ‘powerful’ is emphasized in contrast to ‘weak’ learning environments where students are mainly required to digest or memorize facts. This constitutes contrasting views of education depending on whether students are required to respond, engage and participate in their learning experiences or remain passive and inactive as in more traditional behaviorist learning situations. Such contrasting views of education are one of the reasons for the increased interest in what powerful learning environments have to offer.
With widespread migration due to globalization, the demand for management education is also increasing. Many students and professionals from the world over are seeking a faster learning experience in management (Baporikar, 2022). Their purposes may vary from gaining economic advantage to the prestige of international qualifications and employment to the completion of postgraduate research and study with prospects of eventual benefit to their homeland, or simply for a brief cultural exchange. Hence, educators are challenged to use appropriate teaching methods and approaches to provide a powerful learning environment.
Key Terms in this Chapter
Student: Pupil, a person formally engaged in learning, especially one enrolled in a school or college; any person who studies, investigates, or examines thoughtfully.
Faculty: The entire teaching and administrative force of a university, college, or school.
Business: Pertains broadly to commercial, financial, and industrial activities.
Learning: The knowledge acquired by systematic study in any field of scholarly application and includes the act or process of acquiring knowledge or skill, which generally leads to the modification of behavior through practice, training, experience, practice, or exercise, and includes associative processes.
Management Education: The act or process of imparting or acquiring knowledge to develop the members of the executive or administration of an organization or business, managers, or employers collectively, or train in the techniques, practice, or science of managing, controlling, or dealing, in the skillful or resourceful use of materials, time, etc.
Competence: Refers to the capacity of individuals/employees to act in a wide variety of situations. It is their education, skills, experience, energy, and attitudes.