The Relationship Between Educational Objectives And Teaching Methods In Management And Business Administration Education
The Relationship Between Educational Objectives And Teaching Methods In Management And Business Administration Education

Summary/Abstract: The increased interest in the quality of university teaching has been caused in particular by the changes in the social context of the university system in the past decade. Universities has been focusing greater attention on teaching from a number of quarters and for a number of reasons, among them increasing student enrolments and different abilities classes. The educational objectives of different higher education programmes and the combination teaching methods used by them, vary between institutions and disciplines. When designing and implementing courses in higher education, institutions usually make decisions regarding the match between educational objectives to be set and the teaching methods to adopt. In this study the decisions are based on implicit assumptions about relationship between teaching methods and educational objectives for the management and business administration education. The assumptions were tested with a survey of faculty and students involved in undergraduate courses in Management and Business Administration at the ISM University of Management & Economics. First the faculty and students were asked to rank order a set of educational objectives in terms of importance. Then the faculty were asked how effective they thought different teaching methods would be in meeting these objectives, and asked students how effective they thought a range of teaching methods had been. The teaching methods considered included lectures, presentations, quantitative assignments, and case studies. The educational objectives included preparing for the future career, understanding concepts, developing problem solving skills, preparing for examinations, developing communication skills, and gathering information. The results indicated some discrepancies between faculty assumptions and student perceptions of the relationship between educational objectives and different teaching methods. Two related implications of the findings are discussed: 1) choice of teaching method should be limited more closely to educational objectives and 2) active learning through case studies and tutorials is more likely to meet objectives than the traditional lecture method.

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