Publications

Permalien : https://journals.sagepub.com/doi/abs/10.1177/1052562920944976

Agogué, Marine et Melanie A. Robinson, (2021). It does not do to dwell on teaching notes and forget to live: Instructor perspectives on integrating and adapting existing experiential exercises in large classes

Permalien : https://www.taylorfrancis.com/chapters/edit/10.1201/9781003043355-5/developing-soft-skills-social-learning-model-implemented-canadian-business-school-p%C3%A9n%C3%A9lope-codello-delphine-theurelle-stein

Codello, Pénélope et Delphine Theurelle-Stein (2021). Developing Soft Skills through Social Learning: A Model Implemented at a Canadian Business School

Absract:

This chapter provides a more accurate conceptualization of soft skills. It presents the case of a soft skills development program, created and implemented at a Canadian business school. The course on soft skills development, which was created and implemented at a Canadian business school, also provided strong evidence to confirm that each of the dimensions of soft skills develops by way of the triadic reciprocal causation that characterizes the constant interaction between personal, behavioral, and environmental factors. The chapter examines some relevant French literature on social and relational skills. The French literature on the development of soft skills raises the question of the most favorable learning environment. In the literature in French, there has been a consensus that at least a part of what are called “social and relational competences” is learned. A. Bandura’s social cognitive theory makes it possible to conceptualize this link between soft skills and the social environment.

Publication :

Managing competences: Research, Practices and contemporary Issues, New-York: Taylor and Francis, pp. 53-70.

Permalien : https://www.tandfonline.com/doi/abs/10.1080/15416518.2017.1293427?journalCode=uomj20

Dostaler, Isabelle, Melanie A. Robinson et Thomas J. Tomberlin (2017). A focus on engagement: Defining, measuring, and nurturing a key pillar of AACSB standards.

Absract:

The 2013 Association to Advance Collegiate Schools of Business (AACSB) Standards emphasize three “pillars” upon which schools accredited by the association must regularly demonstrate quality improvement, namely, impact, innovation, and engagement. Focusing on the last of these, our article examines the concept of engagement through both a content analysis of the 2013 AACSB Standards and an empirical study exploring different types of course-level engagement within an undergraduate business course (measured using the Student Course Engagement Questionnaire; Handelsman, Briggs, Sullivan, & Towler, 2005). The results of our content analysis of the 2013 AACSB Standards underscore the focus placed on engagement within the AACSB documentation. However, it is also noted that the definition of engagement within the AACSB Standards is somewhat vague. The findings of our empirical study (N = 142) suggest that students were engaged in the course and that three of the four types of engagement measured (skills, participation/interaction, and performance engagement) were positively correlated with final performance in the course.

Publication :

Organization Management Journal, 14(1): 45-55.

Permalien : https://www.ccsenet.org/journal/index.php/ies/article/view/24184

Léger, Pierre-Majorique, Derick Lyle, Gilbert Babin, Patrick Charland et Robert Pellerin (2013). Scope Management: A Core Information System Implementation Project Pedagogy

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This article describes an initiative to provide IS management a capstone course that builds on the zone of proximal development concept, oriented towards developing prioritization and critical reasoning skills, and to promote self-learning. Request for proposal business cases appear to offer effective mechanisms for retaining context, while constraining scope for academic purposes.

Publication :

International Education Studies, 6 (3): 55-65.

Permalien : https://onlinelibrary.wiley.com/doi/full/10.1002/cjas.1239

Mesny, Anne (2013). Taking Stock of the Century-long Utilization of the Case Method in Management Education

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Over the last century, the case method has been a key teaching tool in management education. This article takes stock of the main characteristics of the case method, clarifies its learning goals, and exposes the relationships between these goals and supporting learning theories, in particular active-learning theory and experiential learning. It then examines the multiple variations of the case method that have developed over the years and discusses arguments against the case method. Finally, four proposals are made in view of strengthening the case method’s value: extend case variety, moderate the case method’s ambition to foster experiential learning, conduct empirical research about the case method’s learning impacts, and emphasize the close relationship between case research and case teaching. Copyright © 2013 ASAC. Published by John Wiley & Sons, Ltd.

Publication :

Canadian Journal of Administrative Sciences / Revue canadienne des sciences de l’administration, 30: 56-66.

Permalien : https://onlinelibrary.wiley.com/doi/abs/10.1111/nejo.12036

Poitras, Jean, Arnaud Stimec et Kevin Hill (2013). Fostering Student Engagement in Negotiation Role Plays.

Permalien : http://www.jite.org/documents/Vol11/JITEv11p027-042Cameron1064.pdf

Cameron, Ann-Frances, Marie-Claude Trudel, Ryad Titah et Pierre-Majorique Léger (2012).The Live Teaching Case: A New IS Method and its Application

Absract:

When teaching Information Systems (IS), one of the crucial objectives is to make students understand the practical aspects of the integration of IS in organizations. Over the last decades, several pedagogical approaches were introduced to more tightly bridge theory and practice, e.g., hands on exercises, simulations, real world projects, guest speakers, and case studies. In this paper, we introduce a pedagogical approach novel to IS which brings practice into the classroom, i.e., the live teaching case method. The live teaching case method is a hybrid between a guest speaker event and a teaching case. The live teaching case method is different from a written case as it is the animator who experienced the case who is verbally presenting the case. The live teaching case is different from a guest speaker event as it is more focused around specific decision points, such as a written case would be. We believe that the live teaching case approach alleviates several of the traditional case method shortcomings while maximizing the benefits associated with the presence
of a guest speaker in class. This paper outlines the various steps involved in the live teaching case including initiating contact, planning the decision points, selecting student readings and developing pre-course materials, guiding the initial presentation and discussion, guiding the presentation
and discussion of the managerial decision points, and class wrap-up. This approach is explained and then illustrated using three different IS courses, namely, an IS project management course, a systems analysis and design course, and a capstone course on enterprise system implementation.

Publication :

Journal of Information Technology Education, 11: 27-42.

Permalien : https://journals.sagepub.com/doi/abs/10.1177/1046878111433783?journalCode=sagb

Cronan, Timothy Paul, Pierre-Majorique Léger, Jacques Robert, Gilbert Babin et Patrick Charland (2012). Comparing Objective Measures and Perceptions of Cognitive Learning in an ERP Simulation Game: A Research Note

Absract:

Enterprise Resource Planning (ERP) systems have had a significant impact on business organizations. These large systems offer opportunities for companies regarding the integration and functionality of information technology systems; in effect, companies can realize a competitive advantage that is necessary in today’s global companies. However, effective training for the incorporation and use of these large-scale systems is difficult and challenging; improved strategies for effective training include the use of business simulations. The question of the effectiveness of training remains—“How do we measure learning?”. In a recent Simulation & Gaming article “Business Simulations and Cognitive Learning”, Anderson and Lawton (2009) focus on research associated with the assessment of cognitive learning in business simulations. They indicate that little progress has occurred in objectively assessing cognitive learning in simulations and call for research that might help determine whether simulations accomplish what they purport to achieve in terms of participant learning. In this research note, objective measures of learning are presented. The results of objective measures of learning are compared with those of self-assessed perceptions of learning in the context of an ERP business simulation game. Based on the comparisons of learning measures, self-assessed measure results were not different from those of objective measures; moreover, learning did occur.

Publication :

Simulation & Gaming, 43(4): 461-480.

Permalien : https://www.emerald.com/insight/content/doi/10.1108/02621711211208844/full/html

Poisson-de Haro, Serge et Gokhan Turgut (2012). Expanded Strategy Simulations: Developing Better Managers

Absract:

The purpose of this paper is to explore the use of simulations in strategy teaching. The authors’ conceptualization is built upon the benefits and limitations of simulations by establishing a link between the skills required to be a competent manager and the capacity of simulations to develop them.

Publication :

Journal of Management Development, 31(3): 209-220.

Permalien : https://www.sciencedirect.com/science/article/abs/pii/S0360131511000029

Pasin, Federico et Hélène Giroux (2011). The Impact of a Simulation Game on Operations Management Education

Permalien : https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1466&context=jise

Léger, Pierre-Majorique (2006). Using a simulation game approach to teach enterprise resource planning concepts

Absract
This paper proposes an innovative “learning-by-doing” approach for teaching Enterprise Resource Planning (ERP) concepts. Based on turn-based simulation games, students are put in a situation in which they have to run their business with a real-life ERP (mySAP ERP). Using standard reports and the business intelligence module of the ERP, students must analyze these transactional data to make business decisions and ensure the profitability of their operations. The pedagogical objectives of this game are threefold: i) to develop a hands-on understanding of the concepts underlying enterprise systems, ii) to experience the benefits of enterprise integration firsthand, and iii) to develop technical skills at using ERP software. This approach was successfully tested with both undergraduate and graduate business administration students majoring in information technologies in an AACSB school.
Publication :

Journal of Information Systems Education, 17(4), 441–447.

Permalien : https://www.semanticscholar.org/paper/Understanding-Teaching-Models-in-Entrepreneurship-B%C3%A9chard-Gr%C3%A9goire/9439aa421f3b7e9c510c381f758020f5cfc5474e

Béchard Jean-Pierre et Denis Grégoire (2005).Understanding teaching models in entrepreneurship for higher education

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Whereas several dimensions relevant to the teaching of entrepreneurship continue to be studied, research on entrepreneurship education generally fails to consider the reasons that motivate particular educational choices. We address this issue by defining an analytical framework that centers on the concept of teaching model. We illustrate how five teaching models find an expression in entrepreneurship programs, courses, and pedagogical activities. In the end, we show how the proposed framework can help entrepreneurship educators assess the coherence of their own teaching practice, and encourage scholars to consider how the education literature on teaching models could further research on entrepreneurship education.

Publication :

In P. Kÿro & C. Carrier (Eds.), The dynamics of learning entrepreneurship in cross cultural university contexts. Entrepreneurship Education Series 2/2005, Hämeenlinna: University of Tampere, Research Center for Vocational and professional education, pp. 104-134.

Permalien : https://journals.aom.org/doi/abs/10.5465/amle.2005.16132536

Béchard, Jean-Pierre et Denis Grégoire (2005). Entrepreneurship education revisited: the case of higher education

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Our purpose in this article is to take stock of the education preoccupations that animate research on entrepreneurship focusing on the context of higher education. More specifically, we content-analyze a sample of 103 peer-reviewed entrepreneurship education articles through the prism of Bertrand’s (1995) Contemporary Theories and Practice in Education. Our results indicate that this literature is articulated around four major types of education preoccupations: (1) preoccupations with the social and economic roles of entrepreneurship education for individuals and society, as well as with the institutions of higher education themselves; (2) preoccupations with the systematization of entrepreneurship education (i.e., instructional design, the use of multimedia environments, and curriculum development); (3) preoccupations with the content matter to be taught and how this content should be delivered; and (4) preoccupations with considering the needs of individual students in structuring teaching interventions. Yet, three education preoccupations remain underaddressed, that is, those proceeding from social-cognitive, psycho-cognitive, and spiritualist or ethical theories. While we consider five obstacles that may prevent management scholars from studying these dimensions, we argue that to address this limitation, scholars must develop a dual expertise in management and education research. To this aim, we highlight a number of specific theoretical and empirical references associated with different education research preoccupations.

Publication :

Academy of Management Learning and Education, 4(1), 22-43.

Permalien : https://www.proquest.com/docview/347839048

Pasin, Federico et Hélène Giroux (2005). Capacity planning and Scheduling in services: A Spreadsheet Application

Auteur(s)
Publication :

Production and Inventory Management Journal, 44: III1-III12.

Permalien : https://www.emerald.com/insight/content/doi/10.1108/01443570210420395/full/html

Pasin, Federico, Marie-Hélène Jobin et Jean-François Cordeau (2002). An Application of Simulation to Analyse Resource Sharing among Healthcare Organisations.

Publication :

International Journal of Operations and Production Management, 22(4): 381-393.

Communications à des colloques scientifiques et rapports

Agogué, M.; Robinson, M. A. & Scussel, A. (2020).
Designing the value of pedagogical innovations: insights from a systematic literature review on the assessment of the effectiveness of experiential exercises and an example.
Paper presented at the 2020 Academy of Management Conference (Online: August 7-11 2020).

Bédard, D. & Béchard, J. P. (2009).
L’innovation pédagogique dans le supérieur: un vaste chantier.
Innover dans l’enseignement supérieur, 29-43.

Lachapelle, M. D. & Mailhot, C. (2019).
Apprendre à gérer l’innovation sociale? Expérience du théâtre de l’opprimé.e à HEC
Colloque annuel du CRITS, Université St-Paul, Ottawa.

Pelletier, P. ; Dupuis, A. & Béchard, J. P. (2019).
Coopérer (et aligner les astres) pour réformer un programme d’enseignement.
In Questions de Pédagogies dans l’Enseignement Supérieur.

Robinson M. & Codello P. (2020).
Les jeux d’évasion pour développer la réflexivité sur le leadership
Association Internationale de Pédagogie Universitaire, Québec (communication acceptée, mais congrès annulé pour cause de pandémie).