22. Research in Higher Education
Paper
PROMOTING EMPLOYABILITY SKILLS TRHOUGH AUTHENTIC LEARNING SCENARIOS: Three Examples from Higher Education in Europe
Eva Edman Stålbrandt, Kajsa Falkner
Stockholm University, Sweden
Presenting Author: Edman Stålbrandt, Eva;
Falkner, Kajsa
This paper examines three interventions in three professional programmes in higher education in Europe. The aim of the study is to evaluate the implementation of three learning scenarios that use authentic learning theory to improve professional competence and students’ employability skills. The data come from an Erasmus+ project involving three countries and 120 students. A design-based research approach is used for the first iteration of interventions. The results show how the authentic learning framework was realised in the three contexts and which elements of the framework were challenging. The key findings are that authenticity is not realised in one element of the model in isolation, but through the interaction between several elements, and that some elements of the theoretical model are crucial for realising others.
Methodology, Methods, Research Instruments or Sources UsedThis study adopts a design-based research approach that frames the research design of the study (McKennie & Reeves, 2019; van den Akker et al., 2006). This approach is defined by its intention to develop theoretical insights and practitioner solutions to real problems identified in educational contexts. The research design of this study is more specifically an evaluation study within the field of design research (Plomp, 2013). In this study, the educational challenge is how learning is achieved in real life and how students in HE settings learn theoretical, decontextualised knowledge. The intention of this study is to design learning environments in order to validate authentic learning theories (Herrington et al., 2010; Plomp, 2013) and how learning environments can be designed in three different professional HE contexts in Europe. The methodological steps follow the iteration of the systematic design cycles (Plomp, 2013). The problem to be solved is making HE settings more relevant and able to better prepare students for the transition from education to workplace. The study is based on the Erasmus+ Skill Up project’s analysis, which resulted in the development of a taxonomy of employability skills required for new graduates (Ornellas et al., 2019). With its point of departure in interventions using state-of-the-art practices and different theoretical frameworks, the Erasmus+ Skill Up project designed a prototype (here called a ‘learning scenario’) in a professional HE course in Spain, Germany and Sweden. In total, 120 students took part in the three different courses. The focus of this study is on the evaluation of the three learning scenarios in the first iteration cycle. The evaluation is based on the three courses’ syllabuses and documentation about the implementation of the learning scenario. The focus of the analysis is on how the theoretical framework of authentic learning (Herrington et al., 2010) was used in order to design an authentic learning scenario where the students got the opportunity to learn in a more contextualised real-life environment. The analysis is deductively performed (Bingham & Witkowsky, 2022), with the point of departure in the nine characteristics of authentic learning (Herrington et al., 2010.)
Conclusions, Expected Outcomes or FindingsThis study shows the importance of the dynamic interactions (Barab et al., 2000) and relations between the different elements of the authentic learning model (Herrington et al., 2010), and some of these elements seem to be of high importance for others. For the next iteration of the three contexts, it would be wise to focus on three elements – two of which seem to be crucial – since the interaction between the elements was shown to be key. The first element that can be improved is the authentic context, which has implications both for authentic activities and multiple roles and perspectives. The second crucial element to be improved is collaboration, which has implications for both reflection and articulation. Thirdly, the element of assessment can also be improved, which has implications for the element of articulation but is essential in order to reflect a real-world assessment. Further detailed studies are recommended on the interactions between the different elements of the model in order to promote employability skills and increase the quality of HE settings.
ReferencesBarab S A, Squire K D and Duebe W (2000) A Co-Evolutionary Model for Supporting the Emergence of Authenticity. Educational Technology Research and Development 48(2): 37–62.
Bingham, A.J., & Witkowsky, P. (2022). Deductive and inductive approaches to qualitative data analysis. In C. Vanover, P. Mihas, & J. Saldaña (Eds.), Analyzing and interpreting qualitative data: After the interview (pp. 133-146). SAGE Publications.
Herrington, J., Reeves, T.C. and Oliver, R. (2010), A Guide to Authentic E-learning, Routledge, London.
Ornellas, A., Falkner, K., & Edman Stålbrandt, E. (2019). Enhancing graduates’ employability skills through authentic learning approaches. Higher education, skills and work-based learning, 9(1), 107-120.
Plomp, T. (2013). Educational design research: An introduction. Educational design research, 11-50.
Reeves, T.C. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney& N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.
Van den Akker, J., Gravemeijer, K., & McKenney, S. (2006). Introducing educational design research. In Educational design research (pp. 15-19). Routledge.
22. Research in Higher Education
Paper
Classifying Responsible Management Education: Adapting the About/For/Through (AFT) Framework from Entrepreneurship Education
Fredrick Agboma
Liverpool John Moores University, United Kingdom
Presenting Author: Agboma, Fredrick
In today’s rapidly evolving business landscape, marked by a heightened focus on social responsibility and sustainability, management education stands at a crucial juncture (Tahmassebi and Najmi, 2023). Addressing the conference theme, “Education in an Age of Uncertainty: memory and hope for the future,” this paper introduces an innovative approach to conceptualise and categorise Responsible Management Education (RME) by adapting the ‘About/For/Through’ (AFT) framework from Entrepreneurship Education. Following the principles outlined by O’Connor (2013) in “A Conceptual Framework for Entrepreneurship Education Policy: Meeting Government and Economic Purposes” and integrating insights from Lozano et al.’s (2013) “Conceptions of Responsible Management Education,” this adaptation aims to provide a multi-dimensional lens for analysing and structuring RME initiatives, thereby enhancing their efficacy and alignment with global sustainable development goals.
RME, in the context of rapidly changing societal expectations (Laasch and Conaway, 2015; Tahmassebi and Najmi, 2023), confronts the challenge of developing educational strategies that are both practically relevant and theoretically robust. The existing literature on RME, while diverse, often lacks a unified framework for systematic classification and assessment (Nonet at al., 2016), hindering the effective design and evaluation of RME programmes by educational institutions and policymakers. The AFT framework, with its proven success in Entrepreneurship Education as detailed by Fayolle and Gailly (2008) and its potential adaptability to RME emerges as a suitable tool, offering a structured approach to navigate these uncertainties. It categorises education into three dimensions: ‘For’ emphasises practical skills, ‘About’ focuses on theoretical knowledge, and ‘Through’ involves experiential learning and personal development.
Reviewing the current state of RME underscores the need for a structured framework that captures the multidisciplinary nature of responsible management. The AFT framework’s versatility lies in encompassing RME’s diverse facets, including ethical decision-making, sustainability, corporate social responsibility, and stakeholder engagement. In this regard, the ‘About’ dimension is foundational, offering a deep understanding of theories related to responsible management. The ‘For’ dimension translates this knowledge into competencies for responsible management practices. The ‘Through’ dimension, perhaps the most innovative, emphasises transformative learning via methods like service-learning and community engagement, aligning with the conference theme by fostering a future-oriented approach in management education.
This paper asserts that this tripartite framework can serve as a valuable tool for educators and institutions in designing, implementing, and evaluating RME initiatives. It aids in identifying current programme strengths and weaknesses and provides guidance for future development. Moreover, it fosters a nuanced understanding of integrating RME across different educational levels, in line with broader sustainability and ethical leadership goals in business education as emphasised in the United Nations Principles for Responsible Management Education (PRME) initiative. This adaptation of the AFT framework promises significant contributions to RME’s evolution, providing a coherent, adaptable, and impactful structure for educators and policymakers.
Methodology, Methods, Research Instruments or Sources UsedThis study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, as outlined in Moher et al.’s (2010) “Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement.” PRISMA’s structured approach ensures a transparent, replicable research process, essential for synthesising existing research comprehensively.
The systematic literature search is conducted across multiple academic databases, including Web of Science, Scopus, and Google Scholar, covering publications from 2014 to 2024. Keywords include “Responsible Management Education,” “Sustainability in Management Education,” “Ethical Leadership Education,” and “About/For/Through Framework.” Inclusion criteria are articles centred on RME, studies discussing integrating sustainability and ethics in management education, and research exploring educational frameworks, especially the AFT model.
PRISMA’s standardised approach is pivotal in capturing the diverse and interdisciplinary nature of RME. This methodical review is vital for identifying common themes, gaps, and potential applications of the ‘AFT’ framework in RME. It lays a foundation for meta-analysis, standardising data extraction, quality assessment, and synthesis processes, enabling effective comparison and consolidation of findings. This methodology will enhance the credibility and academic rigor of the paper, ensuring robust conclusions that contribute both meaningfully and responsibly to RME in an age of uncertainty.
Conclusions, Expected Outcomes or FindingsEmploying the PRISMA guidelines to review literature on RME and its potential alignment with the AFT framework from Entrepreneurship Education, this study anticipates four key outcomes that would significantly contribute to business education’s evolving landscape in these uncertain times. Firstly, the systematic review is expected to offer a comprehensive overview of RME’s current state, highlighting how sustainability, ethics, and corporate responsibility are integrated into management education. This includes identifying strengths, weaknesses, and variations in existing approaches. Secondly, a major anticipated outcome is that the AFT framework is adaptable and relevant for RME, providing a novel perspective for (re)viewing RME. This framework emphasises theoretical (‘About’) and practical (‘For’) aspects and transformative learning experiences (‘Through’), crucial in shaping future-oriented responsible leaders. Thirdly, the paper aims to identify innovative RME approaches and best practices for each of the AFT component, offering valuable insights for educators and administrators. Fourthly, the outcomes include guidelines for effectively integrating the AFT framework into RME curricula, thus aligning RME with future-focused educational goals.
More broadly, the paper expects to conclude that the adapted framework offers a nuanced understanding of RME’s impact, shaping attitudes towards responsible management and competence in sustainable practices, pivotal in an age of uncertainty. The findings will have significant implications for educational institutions and policymakers, guiding the development and evaluation of comprehensive, effective RME programmes.
ReferencesFayolle, A., & Gailly, B. (2008). From craft to science: Teaching models and learning processes in entrepreneurship education. Journal of European industrial training, 32(7), 569-593.
Laasch, O., & Conaway, R. N. (2015). Principles of responsible management: glocal sustainability, responsibility, ethics. Cengage.
Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of cleaner production, 48, 10-19.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International journal of surgery, 8(5), 336-341.
Nonet, G., Kassel, K., & Meijs, L. (2016). Understanding responsible management: Emerging themes and variations from European business school programs. Journal of business ethics, 139, 717-736.
O’Connor, A. (2013). A conceptual framework for entrepreneurship education policy: Meeting government and economic purposes. Journal of business venturing, 28(4), 546-563.
Tahmassebi, H., & Najmi, M. (2023). Developing a comprehensive assessment tool for responsible management education in business schools. The International Journal of Management Education, 21(3), 100874.
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