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首页> 外文期刊>The International Journal of Educational Management >Learning and teaching research methods in management education: Development of a curriculum to combine theory and practice - a Swiss case
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Learning and teaching research methods in management education: Development of a curriculum to combine theory and practice - a Swiss case

机译：管理教育中的学与教研究方法：开发将理论与实践相结合的课程-瑞士案例

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Purpose - In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues. Design/methodology/approach - To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students' perceptions and those of their teachers were combined to form a balanced view. Findings - The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap. Originality/value - This paper assesses a newly developed research curriculum for management students implemented in a new master's programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.
机译：目的-为了创建一个为期两年的工商管理理学硕士课程，以在瑞士提供与科学和实践相关的科学管理教育，必须设计一个学习和教授研究方法的课程。通过对知识生产形式的多元化，能力发展的整体方法和以学习者为中心的课程设计方面的课程反应，确定并解决了主要的教学挑战。介绍了有关研究方法的课程部分的最终设计。本文旨在讨论这些问题。设计/方法/方法-为评估结果及其对给定挑战的反应，使用了来自现有常规评估的反馈并进行了其他调查。学生和他们的老师的看法相结合以形成一个平衡的观点。调查结果-结果表明，新课程是一种适当的方法-它导致研究方法知识和技能的增长，以及与研究相关的社交和反身能力的提高。对管理教育中学习研究方法成果的评估揭示了一个有趣的研究空白。原创性/价值-本文评估了瑞士中型应用科学大学商业管理新硕士课程中实施的管理专业学生最新研究课程。针对教学管理方法中的理论与实践差距，研究了教学研究方法中的三个教学挑战。作者选择了一种研究方法课程，该课程通过鼓励知识生产形式的多元化，将管理教育中的能力发展更全面的观点和以学习为中心的课程设计联系起来，从而将管理研究与实践联系起来。

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