Student engagement and learning: Case study of a new module for business undergraduates at Cass business school

Abstract

Purpose

The purpose of this paper is to assess the impact of a new undergraduate one-term double module called management practice and skills – which sought to change the learning environment for the new intake of undergraduate students based on constructivist ideas aimed at creating a high level of student engagement.

Design/methodology/approach

Action research focusing on the evaluation stage of the first cycle of an intervention. The intervention is described in a case study explaining the features of the new module combined with the statistical analysis of the hard data collected on the first cohort of students taking the module using mainly correlation techniques.

Findings

The module design did achieve to a great extent the objective of catering to all learning styles and personalities within the cohort. The results from the first cohort established the elusive nature of the concept of student engagement and the challenge in measuring it quantitatively.

Research limitations/implications

This is an evaluation of one case example of the application of constructivist ideas in teaching and hence can make no claim to generalisability. The quantitative measure of student engagement was developed for this study – hence it needs to be applied in other situations and tested for credibility. The student data did not include any measures of their views on the module. The collection of their levels of satisfaction at the end of the module and again after two more years at university would offer a richer view of student engagement.

Practical implications

This type of module makes high demands on the teaching staff. It requires, for example – design effort, tutors with both business and teaching experience, administration of the logistics, expertise in handling moodle. The role of the moodle virtual learning environment is key to delivering the module and to collecting much of the data.

Social implications

The module design explicitly aims to foster students’ social interaction and create a community of learning among them. It supports students’ personal development, development of individual business and team working skills as well as relevant management theory.

Originality/value

The paper describes an unusual application of constructivist concepts to teaching in a business degree and the development of an innovative and distinctive approach to the creation of a quantitative measure of student engagement.

Citation

Brown, A., Rich, M. and Holtham, C. (2014), "Student engagement and learning: Case study of a new module for business undergraduates at Cass business school", Journal of Management Development, Vol. 33 No. 6, pp. 603-619. https://doi.org/10.1108/JMD-04-2014-0038