Encouraging Intelligent Failure in an MBA Class

Autor/in	Walsh, Christian
Titel	Encouraging Intelligent Failure in an MBA Class
Quelle	In: Decision Sciences Journal of Innovative Education, 21 (2023) 1, S.37-46 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walsh, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/dsji.12273
Schlagwörter	Masters Programs; Business Administration Education; Failure; Teaching Methods; Entrepreneurship; Thinking Skills; Course Descriptions; Graduate Students; Intelligence; Beliefs; Personality Traits; Social Problems; Reflection; Learning Processes + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Unternehmungsgeist; Denkfähigkeit; Kursstrukturplan; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Intelligenz; Klugheit; Belief; Glaube; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Social problem; Soziales Problem; Learning process; Lernprozess
Abstract	Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But "failing fast" just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of "brains, bravery, and belief," the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01