From Filing-In for a Course to Developing a Programme in Business Economics
26 Pages Posted: 19 Nov 2003
Date Written: February 2003
Student concerns about their background, performance, and the curriculum's relevance to the workplace prompted me to experiment with a number of ideas, and to effectively redesign the core course of the postgraduate Business Economics transition program from beginning to end. The ideas included
cooperative course-design, reviews of background material, statistical applications, lectures on advanced industrial organization theory, sequential economic strategy games, educational visits to industries, interaction with guest-lecturers from related fields, research and report writing, peer reviews, the creation of a journal to publish students' findings, and conference presentations.
The replacement of the lecture monologue and the exam-type of assessment (originally designed to assess public servants in China) recalls both the Montessori philosophy and the original teaching approach introduced in our discipline by Socrates. Additionally, I found that the new delivery style stimulated student discovery and confidence, allowing us to integrate research, teaching, and preparation for the workplace. The internal publication of these results, the course's success, and Departmental discussion over our educational mission lead to formation of a postgraduate programme centred around the course, its principles and innovations. Increased student demand for this type of education lead to the transplantation of the recipe/format into a new programme concerning Economic Policy. The developments produced new challenges associated with increased student numbers, class heterogeneity, and curriculum standardisation, leading to new responses by the teacher, additional proposals and reflection.
Keywords: Postgraduate Education, Teaching through Games and Research, Site-visits, Peer Reviews, Preparation for the workplace
JEL Classification: A23
Suggested Citation: Suggested Citation