Interventional Innovation in Management Education: An Exploratory Study of Metacognition and Gamification of Management Education Via Sustainable Learning

Concurrent Session 6
Streamed Session

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Brief Abstract

Technology disruption in education has given it a sturdier platform in the last few years. Management education today is can be bundled and customized with an emphasis on metacognition, competency-based learning, gamification, and sustainable pedagogy. The education needs to be streamlined with employability skills without simply providing a traditional education degree with scanty employability skills.

Presenters

Dr. Harika Rao is an Assistant Professor in the College of Business and Management, at Lynn University. Harika has been teaching for six years and specializes in Management and Leadership, Innovation, Information Systems Management, and E-commerce. Harika firmly believes that a teacher can make positive changes in the lives of hundreds of people by helping them realize their potential to become productive members of the society. My teaching philosophy has been that igniting ‘passionate curiosity’ in the minds of students is the key to sustained learning and putting learning on autopilot. She takes the students from ‘spoon-feeding’ to a higher level of ‘independent learning’ by making full use of ICT. As the adage goes: a good teacher explains the complexity and a great teacher reveals the simplicity. With her diverse background – both culturally (Asia, the Pacific and now the USA) and academically (Computer Science, Business Administration, and Educational Leadership), she fine-tunes her instructional methods to meet the diverse individual learning styles of students. Harika also serves as the faculty club advisor for Enactus, Alpha Phi Delta, and Hacking student club. Harika has published two multi-touch books, that are currently being used as textbooks for undergraduate courses and the third book is underway. She has presented in several conferences with research interests in acculturation, social impact, technology based education, and disruption. Awards: • Academic and Creative Excellence Award, 2019 • Best Paper Award, Academy of Business Research, 2018, 2017 • Apple certified teacher 2016, 2017 • FATE, Best Graduate Award, 2015

Extended Abstract

The purpose of this study is to explore sustainable learning in management education. The rate of student graduation to employability is inversely proportional, causing an imbalance in the macro-economic and industrial sectors of country.

The Principles for Responsible Management Education (PRME) is a United Nations- supported initiative founded in 2007 as a platform to raise the profile of sustainability in schools around the world, and to equip today's business students with the understanding and ability to deliver change tomorrow (UNPRME, 2019). The mission of PRME is to steer and business and management schools in a sustainable direction to be productive in future leaderships while balancing the economic and sustainable goals of the nation.

Sustainable education begins from schools and educators. Faculty are of prime importance as they take lead in setting the standards or designing the pedagogy. There are several methods to create value learning, such as metacognition and gamification.

Metacognition is defined as the process of planning, monitoring, and assessing student’s understanding and performance (Chick, 2019). Metacognition is a significant factor in learning. Metacognition can be implemented by (1) pre-assessments, (2) post-assessments, and (3) reflective journals (Chick, 2019).

Gamification makes technology more inviting by encouraging users to engage in desired behaviors. Using game design principles and mechanisms in non-game contexts will inspire students to learn and stay in-tune with the course learning outcomes. Gamification can also be used in career preparation for students, by inculcating skills and certifications.

According to TechNavio’s research conducted in 2018, the education gamification market is predicted to increase from 93 million dollars to 1,250 million dollars (Technavio, 2018).

Although gamification requires an acceptance by faculty to re-structure or re-design their course structure and cater to each course, the learning outcomes can show positive results and outweigh the costs and efforts.

Literature review:

While there is a plethora of research on cognitive behaviors, cognitive learning, and technology disruption in education, there is limited research on the effectiveness of sustainable education in management education through metacognition and gamification. The literature review will aid in understanding, interpreting, and analyzing the existing research work, in order to build relevance to the purpose of this research. The literature review will help in addressing the gap in the existing work in order to synthesize the research questions.

Research methodology:

Delphi method will be used for this research study. Traditionally, the Delphi study is extensively based on forecasting the trend based on the perception of industry experts. As the study focuses on macro issues such as economy, employability, and sustainability, the study seems the best fit, to understand the needs of selected industries in two comparable countries in different continents and also emphasize on the faculty’s motivation to be a change maker.

Research questions:

RQ1: How can gamification enhance the competency-based learning in management education that is tailored to the industry needs?

RQ2: What steps need to be taken to successfully implement relevant technology of gamification in management education and to convince the stakeholders, especially, the leaders of the higher educational institutions and the faculty?

RQ3: How can the management curriculum be adapted quickly to respond to the changing industry employability needs?

Significance:

The research will help in bridging the gaps between the management education and employment from the sustainable industry-specific needs perspective, while also revamping the format of instruction to align with the dynamic employment market. Students, faculty, industries, and the economy will benefit from the research.

Level of Participation:

The session is structure as a discussion to share the best practices of using technology tools in higher education. Following the introduction, all attendees will get a brief introduction on the advantages of using gamification.

Session learning goals:

All participants will be able to identify the value of digital books in higher education. This will also give them a platform to be creative in engaging students in a blended environment; and collaborate with different faculty members.

 

References:

Chick, N. (2019). Metacognition. Retrieved from https://cft.vanderbilt.edu/guides-sub-   pages/metacognition/

Technavio. (2018). Gamification Market by Application, End-users, Need, and Geography - Global Forecast and Analysis 2019-2023. Retrieved from  https://www.technavio.com/report/gamification-market-industry-analysis

UNPRME. (2019). What is PRME? Retrieved from https://www.unprme.org/about-prme/