The problem of constructive misalignment in international business education: a three-stage integrated approach to enhancing teaching and learning

Zhao, Shasha (2016) The problem of constructive misalignment in international business education: a three-stage integrated approach to enhancing teaching and learning. Journal of Teaching in International Business, 27 (4). pp. 179-196. ISSN 0897-5930

[img]
Preview
PDF - Final accepted version (with author's formatting)
Download (588kB) | Preview
This item is available in: Library Catalogue

Abstract

Past evidence suggests that constructive misalignment is particularly problematic in International Business (IB) education, though this paradigm has received limited research attention. Building on the literature of three independent teaching methods (threshold concept, problem-based learning, and technology-based learning), this study contributes to the IB education literature by integrating the three existing methods in a co-complementary and co-supporting manner, and carefully implementing them across three subsequent stages spanning across the length of the IB course. Empirical evidence on student satisfaction and assessment performance shows its usefulness in reducing the negative effects of constructive misalignment among the sampled students. The approach provides practitioners with refreshed insights into how the three independent methods can be integrated to create greater value for learners.

Item Type: Article
Research Areas: A. > Business School > International Management and Innovation
Item ID: 21384
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Teaching in International Business on 01/10/2016, available online: http://www.tandfonline.com/10.1080/08975930.2017.1301233
Useful Links:
Depositing User: Shasha Zhao
Date Deposited: 20 Feb 2017 15:54
Last Modified: 01 Apr 2018 03:04
URI: http://eprints.mdx.ac.uk/id/eprint/21384

Actions (login required)

Edit Item Edit Item

Full text downloads (NB count will be zero if no full text documents are attached to the record)

Downloads per month over the past year