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
Dostaler, Isabelle, Melanie Robinson et Thomas J. Tomberlin (2017) A Focus on Engagement: Defining, Measuring, and Nurturing a Key Pillar of AACSB Standards, Organizational Management Journal, Volume 14, Issue 1
Léger, Pierre-Majorique, Derick Lyle, Gilbert Babin, Patrick Charland et Robert Pellerin (2013). Scope Management: A Core Information System Implementation Project Pedagogy
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.
Cameron, Ann-Frances, Marie-Claude Trudel, Ryad Titah et Pierre-Majorique Léger (2012).The Live Teaching Case: A New IS Method and its Application
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.
Journal of Information Technology Education, 11: 27-42.
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
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.
Léger, Pierre-Majorique (2006). Using a simulation game approach to teach enterprise resource planning concepts
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.
Journal of Information Systems Education, 17(4), 441–447.
Béchard Jean-Pierre et Denis Grégoire (2005).Understanding teaching models in entrepreneurship for higher education
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.
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.
Béchard, Jean-Pierre et Denis Grégoire (2005). Entrepreneurship education revisited: the case of higher education
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.
Academy of Management Learning and Education, 4(1), 22-43.