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This paper aims to explore the key factors through which an optimum pedagogy mix can be determined towards effective teaching practice and enhanced student learning outcomes in business/management education.

An exploratory research design has been used. A sample of 310 was analyzed using exploratory factor analysis. A structured questionnaire was developed to collect data. It was pre-tested, and essential modifications were made before its final implementation.

The study has presented the idea of pedagogy mix, which refers to a set of most obvious teaching methods/tools suitable to deliver marketing education in a context-bound manner. Eight factors have been identified that help to decide and/or maintain an optimum mix of pedagogies for effective teaching. An adequate “pedagogy mix” would help achieve educational objectives and equip students with the essential competencies.

The study is particularly significant to educators who are in the initial years of their careers. The identified factors help educators decide and/or maintain an optimum mix of pedagogies by offering an understanding of different pedagogies, their strategic relevance and student needs.

An institution's academic philosophy and commitment to the learning outcomes make it excellent or poor. Present institutions have and retain a main focus on preparation for professional careers, and without a perfect blend of pedagogies, it cannot be achieved. An optimum pedagogy mix would facilitate the key learning process and proffer the intricacies of the concerned profession. In this sense, this paper is a significant attempt, particularly in management education and higher education in general, that enables the educators of higher academics to decide and utilize an idyllic blend of pedagogies towards the successful execution of an educational process of higher order and ensuring the holistic student development.

The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.

An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.

This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.

This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.

This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.

Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.

This study aims to share the use of social marketing as pedagogy and provide a transformative social marketing pedagogy for social marketing educators. By this, the authors mean the same principles used by social marketers to improve the well-being of a person or group are used as a pedagogic tool to bolster students’ learning and understanding of social marketing. In the described course, students are asked to choose one area of their lives to try and change using concepts taught to them in class. They are then asked to reflect on their personal change journey and apply it to others in the form of a social marketing plan.

The authors share a conceptual journey using social marketing as pedagogy following the evolution of a marketing for behavioural change undergraduate course. Benchmark criteria for social marketing are used to discuss and conceptualise a transformative social marketing pedagogy. The authors take a reflexive approach to explore course development, motivations, assumptions and activities to expand on their approach.

Social marketing as pedagogy suggests that behaviour change is not just taught through course content but also embedded throughout the course as a learning tool and outcome. A social marketing course can encourage individual behaviour change by asking students to critically reflect on their own behaviour change journey to fully experience and understand the underpinnings and implications for social marketing. In this way, the authors adopt transformative learning as the outcome of social marketing AS pedagogy. The authors suggest through experiential learning, including active learning and reflexivity, students are able to change their frame of reference or how they interpret the world around them, in regard to complex social issues, which may encourage behaviour change.

As social marketers, the authors must reflect not only on what they teach students (Kelly, 2013) but also on how they teach them. Previous literature has not provided any unique pedagogy for how to teach social marketing. This article provides the first pedagogy for social marketing education – the Transformative social marketing pedagogy which views social marketing AS pedagogy. The authors present the value of experiential learning as a three-pronged approach incorporating Interpretive Experiences, Transformative Experiences and developing Praxis, which includes elements of feeding forward and authentic assessment. This approach provides a unique contribution to the area by providing a pedagogical approach that goes beyond mere knowledge acquisition to transformative learning.

One overlooked determinant of interprofessional teamwork is the mobilisation of professional identity. Taking a health or social care practitioner out of their professional silo and placing them in an interprofessional team setting will challenge their professional identity. The theory of signature pedagogy was used to investigate the challenges and what is needed to support practitioners to mobilise their professional identity to maximise teamwork.

A cross-sectional mixed methods study was undertaken in the form of three focus groups, with members of health and social care teams in Wales, UK. Using nominal group technique, participants explored and ranked the challenges and benefits of mobilising their professional identity within an interprofessional setting.

Findings on mobilising professional identity were found to be aligned closely with the three signature pedagogy apprenticeships of learning to think and to perform like others in their profession and to act with moral integrity. The biggest challenge facing practitioners was thinking like others in their profession while in an interprofessional team.

The focus of this study is health and social care teams within Wales, UK, which may limit the results to teams that have a similar representation of professionals.

Healthcare leaders should be aware of the opportunities to promote mobilisation of professional identity to maximise teamwork. For example, at induction, by introducing the different roles and shared responsibilities. Such practical implications do have consequences for policy as regards interprofessional team development and organisational commitments to adult learning and evaluation.

This is the first study of professional identity of interprofessional healthcare and social professionals using signature pedagogy to gain a better understanding of teamwork.

This study aims to present the results of a curriculum design intervention, which was undertaken to address the inhibitors and enablers facing international (mainly Chinese) students on a capstone undergraduate strategic management module at a UK university business school.

Using an action research approach, the pre-intervention phase identified two main concerns: low levels of student engagement and avoidance of generic academic and language support. The module was subsequently redesigned around a group-based strategic business simulation (requiring collaborative participation of all students), with embedded language and academic support, plus the involvement of bilingual teaching staff.

Post-intervention results from the four-year study indicated enhanced academic engagement of international students and a narrowing of the performance (grade) gap between domestic and international students.

Overall findings should provide strong support for the inclusion of active learning pedagogies in undergraduate business course deliveries, also complementing educational literature that advocates the effectiveness of constructivist pedagogies in mixed-nationality classrooms.

This study exemplifies a form of participatory action research. The juxtaposition of comments from support and specialist tutors, along with those of students, highlights the validity of views from each stakeholder group.

Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students’ iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes?.

This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students’ topic development suggest extending data literacy pedagogy categories – formal, personal and folk (Pangrazio and Sefton-Green, 2020).

Data storytelling can develop students’ abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What “personal” means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction.

Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios.

Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy.

Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

Collaborative learning was examined as a pedagogy to determine if students could improve standardized exam scores when the professor led the sessions in class. The purpose of this paper is to design a quasi-experiment to test the predictive ability of this pedagogy using a randomly allocated treatment vs control group. An externally administered standardized exam was used as the instrument.

A post-positivist ideology was employed, quantitative data were collected from standardized exit exams scores and from the experiment factors. Descriptive statistics, correlation analysis along with a General Linear Model (GLM) ANCOVA were applied to test the hypothesis at the 95 percent confidence level.

A statistically significant model was developed using multiple regression in a Generalized Linear Model. The regression model developed in this study was able to capture 51 percent of variance on the exam score, using four predictors were (in order of importance): SAT, pedagogy, GPA, and gender.

The GLM regression model proved that collaborative learning as pedagogy could increase standardized exam scores, since the only variation between the treatment vs control group was the pedagogy. Prior ability was still the most influential factor in the model, but when it was controlled for, pedagogy (collaborative learning) was shown to help students in the test group make a significant increase in exam score.

Business schools and other disciplines could apply the collaborative learning as a pedagogy to help students increase high-stakes exam scores, regardless of their gender, age, or prior ability. Several ideas were mentioned for replacing existing high-stakes exams.

A high degree of experimental control was imposed and the common predictors identified in the literature were tested to control for confounding influences. The researcher reflected on what really worked as techniques within the collaborative learning pedagogy process.

The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe.

The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK.

The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy.

The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration.

The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies.

The paper provides a new framework and a unique analysis of programme level case studies from three European countries.

The paper aims to understand and assess architecture students' experiences of online teaching during the initial lockdown caused by the coronavirus disease-2019 (COVID-19) pandemic between March–June 2020. The exploratory study was conducted across two architectural engineering departments of two separate campuses of the same not-for-profit, non-governmental higher education institution in Cairo, Egypt, focusing on two course streams within their architectural curriculum; design-studio-based courses (DC) and technology courses (TC).

A mixed-methods approach was used, where a questionnaire-based survey was developed to gather qualitative and quantitative data based on perceptions of a sample of 245 students. The survey quantitatively queried five dimensions related to students' learning experiences and qualitatively sought to evaluate both the positive experiences and challenges the students experienced.

Findings outline that students' experiences were neutral but veered toward the positive end of the scale. Three factors appear to have affected students' learning experiences; students' reliance on educational technologies, the stage of architectural education students were enrolled in when they went into lockdown, and finally, quality and timing of feedback received. While challenges were faced during transition to the digital realm, these may have compelled students to take ownership of the students' own knowledge construction.

Results provide a nuanced understanding of how students dealt with this critical transformation in architectural pedagogy at a unique moment in history, highlighting merits that could have an everlasting impact on design education during and after times of pandemic.

The purpose of this paper is to explore the essence that is, the nature of organizational responses to efficiently resist enforced change in institutionalized work practice destined to address poor organizational performance. The micro-foundations of the cognitive logic that are activated when organizations face change are hereby conceptualized.

Using a case study design, the study focusses on narratives of a failure to implement a regulatory enforced change in work practice at a military academy established in the 1600s. The interviews are complemented by secondary data.

The analysis reveals a cognitive framework by which the members of the organization shaped their responses. By building on micro-foundations for mobilizing resistance (i.e. the essential substance at a micro level), this study shows how the cognitive logic is activated to respond to change. To show how the cognitive logic is used to mitigate and compensate for incongruences with the regulatory logic, this study outlines a set of strategic resistance maneuvers and cognitive resistance forces that restrict regulatory influence on change in work practice. This study thus provides insights into maneuvers and resistance forces that members may activate to resist change efficiently.

To the author’s knowledge, this is the first study to attempt to conceptualize the essence of the cognitive logic activated to resist organizational change.