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Pedagogic challenges facing business and management educators: assessing the evidence

Record type: Article

The main purpose of this paper is to report on the findings of a BEST-supported investigation into the pedagogic challenges faced by business and management educators. The views of those in the 'front line' of business and management education on the challenges they currently face were obtained by means of focus group discussions in six higher education institutions. The discussions were initiated using a technique known as pyramiding. From the evidence assembled by this means, three groups of challenges emerged. These related to:
* the motivation/expectations and diversity of students;
* the nature of the subject matter, and the extensive demands made by the need to keep up-to-date, balance theory and practice and ensure an integrated learning experience;
* the surroundings or context within which educatiors teach and provide learner support, at a time of increasing resorce constraints and pressure to enhance the quality and effectiveness of delivery methods.
On their own, none of these challenges can be regarded as unique to business and management. Collectively, however, they do foreground some of the principles that could inform the development of a distinctive business and management pedagogy.

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Citation

Ottewill, Roger and Macfarlane, Bruce (2003) Pedagogic challenges facing business and management educators: assessing the evidence The International Journal of Management Education, 3, (3), pp. 33-41.

More information

Published date: 2003
Keywords: focus group, student motivation, intergrated curriculum, learner support

Identifiers

Local EPrints ID: 11119
URI: http://eprints.soton.ac.uk/id/eprint/11119
ISSN: 1472-8117
PURE UUID: 25890fe1-69b7-4899-8eda-57458b834b4e

Catalogue record

Date deposited: 17 Nov 2004
Last modified: 17 Jul 2017 17:04

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Contributors

Author: Roger Ottewill
Author: Bruce Macfarlane

University divisions


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