Developing future managers’ understanding of complex business issues by making knowledge visible: tasking business students to draw pictures

Emblen-Perry, Kay ORCID: https://orcid.org/0000-0001-8841-650X (2021) Developing future managers’ understanding of complex business issues by making knowledge visible: tasking business students to draw pictures. The International Journal of Professional Management, 16 (3). ISSN 2042-2341

	Text Developing an understanding of complex business issues by making knowledge visible - tasking business students to draw pictures.docx - Submitted Version Restricted to Repository staff only Download (35kB) | Request a copy
	Text Developing an understanding of complex business issues by making knowledge visible - tasking business students to draw pictures.pdf Restricted to Repository staff only Download (170kB) | Request a copy
Preview	Text IJPM 16-3 2021 - Drawing Pictures - KEP.pdf - Published Version Download (205kB) | Preview

Abstract

Traditionally educators within higher education have relied on in-class questioning techniques to establish and/or check students’ understanding of complex business issues and development of softer employment skills. However, whilst some students answer the questions set, many avoid raising their hands in case they give the wrong answer. This has two outcomes: firstly, it prevents students reflecting to recognise their knowledge, understanding and development of softer employment skills, and secondly it prevents educators getting a real understanding of whether students understand the topic or are developing their learning. This unwillingness to respond is now recognised as more prevalent in online learning, particularly where sessions are recorded.
To promote an alternative and more creative approach to checking knowledge, understanding and development of softer employment skills within management education, students are tasked with drawing a topic. Drawing can replace the tutor-centred check of understanding with a student-centred reflective learning task that makes knowledge visible. This can encourage students to think differently and reflect on their knowledge which in turn may encourage them to recognise their own learning and skills development. In addition, the drawing can demonstrate understanding/misunderstanding and extent of learning for educators.
This paper explores the potential benefits of engaging business management students in developing an understanding of complex business issues and softer employment skills through drawing and uses the example of drawing sustainability to illustrate this. It will be of interest to educators within higher education and management training who need tools that promote different ways of thinking and enable them to understand students’ knowledge. It will also be of interest to those seeking to promote reflective learning and develop teaching techniques that enable students to understand their own learning and development of skills.

Actions (login required)

View Item