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Management education is at its peak in India. But pedagogy and modes of delivery are not always innovative compared to top international Business Schools. It is through experimentation that the paper may be able to discover what works best in our context. The purpose of this paper is to determine the effectiveness of intensive mode of delivery vs traditional semester-wide teaching of management courses among MBA students of a leading Business School, through one such experiment.

A total of 19 dimensions were used in this study. The questionnaire was tested on two different groups. An independent sample t-test was conducted for each dimension, to find out if the group that was subjected to this experiment had opinions different from the group that did not undergo the accelerated version.

The results indicated perceptions on most of the dimensions disconcerting, barring increase in commitment, engagement, focus, and concentration with intensive mode. Further, this negative perception augmented towards intensive delivery mode, after experiencing traditional delivery.

The literature does appear to show controversial outcomes related to intensive mode but more studies are in support of intensive modes of delivery format. The issue of whether students learn better in a semester/trimester of traditional length or with a compressed schedule is a key concern to the innovations in higher education scheduling today. Findings of this study pose a serious threat to all those management institutions which are planning to attempt to speed up the delivery of programmes and courses within them in order to reduce cost or other reasons.

In education literature, significant amount of research has been carried out using a time compressed in developed countries. This study is one of the first studies, which focuses on determining the effectiveness of intensive teaching against traditional trimester/semester wide teaching among MBA education in India.

The purpose of this paper is to explore the extent to which learning styles influence tertiary students' preferences for flexible delivery and assessment methods in higher education.

A voluntary self‐administered questionnaire was distributed within three core undergraduate courses. A total of 891 students responded to the survey, across a range of locations, representing a response rate of approximately 45 per cent

Results reveal that learning styles do not appear to influence students level of preference overall for flexible delivery methods and assessment approaches. However, there remain a significant percentage of students who report that they do not want all course delivery to be online. The findings generally suggest that there are changing expectations of students in relation to delivery and assessment in tertiary education

The research has been conducted at undergraduate level in business disciplines and therefore may not adequately represent the opinions of postgraduate students, or students from other disciplines. In addition over 75 per cent of respondents fall within the Generation Y category, which means that these results may not be generalisable to older populations of learners.

Demonstrates to educators the importance of considering learning styles when developing, delivery and assessing courses, and reinforces that very few students desire entirely online courses.

The paper focuses specifically on the preferences of students in relation to assessment and delivery via technology and identifies critical considerations for course developers.

The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats.

This is a concept paper with elements of theory building from the case of business strategy courses. After an overview of relevant research along with past and current practices, capstone course content projects and assignments are discussed in relation to delivery formats such as on-campus, hybrid partial online and full distance education.

Faculty and academic departments choosing project assignments should seek to create an integrative learning experience for students using carefully balanced delivery methods and content. Each of the instructional methods and delivery systems have certain advantages, and the use of these techniques is not mutually exclusive, in that some faculty members may choose to teach course sections using multiple learning systems.

As colleges and universities increase the range of instructional techniques and delivery formats, it is especially important to harmonize these methods with learning objectives for capstone learning experiences. Concepts for balanced integration and synthesis of topics are proposed for different instructional methods and delivery formats that can be applied in other disciplines. Using pedagogical content knowledge as a basis for improving teaching and learning is necessary to achieve balanced integration.

The purpose of this paper is to introduce a case study that identifies the practical issues and implications of employer engagement through course design, delivery and employee commitment in a higher education course delivered in the financial services sector.

Using a case study the paper draws on the course team (employer and university) experience of a higher education course delivered at a financial services institution over a two cohort period. Student application data and student feedback are used to identify the practical issues arising from course.

The paper emphasises the importance of understanding the business of the employer, bespoke delivery models and employee commitment for increasing employer participation in higher skills in the work place, particularly for employers not traditionally engaging with universities for course delivery at undergraduate level.

The paper explores issues for employers and universities for design, delivery and sustainability of higher skills in the work place.

The purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory.

A sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance.

Results reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts.

To the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed.

This research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.

Most educational institutions worldwide have shifted to online teaching and learning approaches to mitigate risks imposed by the COVID-19 pandemic. This causes several issues, particularly in delivering the construction management (CM) courses which require site visits, interpreting technical drawings and developing 3D building models. This paper aims to identify the key strategies for online learning and teaching adopted during the COVID-19 pandemic and to investigate the implications for construction management education.

The research approach is twofold. First, the study presents a systematic literature review (SLR) through a synthesis of the existing literature to identify the key strategies and lessons learned about online education during the COVID-19 pandemic in tertiary programs. It also discusses their implications in the context of the construction management (CM) sector in particular. Secondly, the authors shared their hands-on experience as construction management course facilitators – using the autoethnography approach – during the COVID-19 crisis.

In addition to identifying the key strategies such as online course delivery and assessments, the paper critically discusses the barriers to online learning and teaching, including (1) the technological and infrastructure barriers; (2) required online teaching skills and competencies; (3) issues surrounding mental health and wellbeing; (4) lack of consistency in the online delivery of various courses in a given program (5) difficulties around students' engagement and (6) the course characteristics and requirements.

The study offers some implications and recommendations not only for educational institutions and staff but also for vendors of online course delivery software. To prepare educational institutions for future online course delivery, the paper proposes several strategies. These include developing a set of guidelines for online course delivery, incorporating online teaching training modules into the recruitment process for academic staff, applying agile and resilience teaching and learning methods, wellbeing and mental health support and continuously improving course features to adapt to the online environment.

This article is a critical reflection of the development and implementation of one of the first online doctoral programmes in the UK set up at the University of Northumbria, Newcastle in 2000.

The method adopted for analysis takes the form of a case study.

Effective market research has to be undertaken to fully understand what students need and expect from an online programme of study. Course providers need to identify highly motivated students. Second, critical success factors focus on a well‐targeted curriculum that provides the skills and knowledge relevant to student needs, backed by exceptional faculty who provide innovative course design. Finally, there is a need for integrating the management, teaching and technical team to ensure a high quality and coherent programme delivery.

The reflections in this article can be used as a guide by other faculties wishing to develop online programmes. The article highlights some of the pitfalls of developing and implementing online course delivery and proposes adopting instructional guides as an aid to course design.

The article provides an original insight into some of the operational, technical and managerial issues relevant to delivering an effective online programme of study at an advanced level.

The purpose of this paper is to provide a first-hand, critical reflection on the rapid redesign of a New Zealand university accounting course in response to the COVID-19 pandemic. The authors reflect on their experience of redesigning a course for online delivery, while preserving its focus on transferable skills.

This paper presents the authors’ commentary on and self-evaluation of the teaching of a final year accounting paper during the COVID-19 pandemic.

The authors provide lessons for developing transferable skills when pivoting to digital learning under extreme conditions. The authors found a multi-modal approach to course delivery that helped facilitate the development of transferable skills and self-reflection journals were particularly useful for motivating students in an online teaching environment. The authors also identified the efficacy of designing and evaluating online course delivery using a “transferable skills first” template to identify gaps in learning activities and assessments.

The pressures of rapidly pivoting to digital learning threatened the authors’ ability to maintain a focus on transferable skills. The authors provide a design method for maintaining and developing transferable skills in a digital environment using a “transferable-skills first” teaching philosophy.

The purpose of this paper is to compare face‐to‐face versus online course delivery systems in the area of food consumption and to analyse the students' expectations and experiences. It aims to analyse the following dimensions: general expectations, learning organization and interactions in students' discourses. Design/methodology/approach – The methodology adopted is of interpretative nature using semi‐structured qualitative interviews. An interview guide was designed taking into account the learning modalities (styles and strategies), materials and learning tools, teacher‐student interaction and peer interaction dimensions. The students of both courses were interviewed in the second semester of the curricular year of the respective MSc degrees. Findings – This study has shown that face‐to‐face and online students are equally satisfied with their courses revealing the same confirmed general expectations. Comments for both course delivery systems are the need for more laboratory and practical classes. Results from this study also indicated that face‐to‐face and online educations are effective training food consumer sciences students suggesting, however, that both systems should evolve to blended‐learning. Practical implications – Both course delivery systems (face‐to‐face and online) contributed to the competencies acquisition in Food Consumer Sciences. B‐learning appears as the natural convergence of students needs. Originality/value – The online course results of the discourse analysis suggest the success developing a learning community pointing out the role of the online instructor and the course coordinator. The paper provided useful data and knowledge on which further research can be carried out.

Useful courses satisfy, among other principles, the principles of content and process relevances. They also cut, in the participant′s mind, positive images of the trainer, the course and the course‐offering institution.