The problem of constructive misalignment in international business education: a three-stage integrated approach to enhancing teaching and learning
Zhao, Shasha ORCID: https://orcid.org/0000-0001-8993-4915
(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
[Article]
(doi:10.1080/08975930.2017.1301233)
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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 |
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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: | 29 Nov 2022 21:33 |
URI: | https://eprints.mdx.ac.uk/id/eprint/21384 |
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