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Leading Horses to Water during a Pandemic: Assuring Communication Learning for 'Quants'

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Title: Leading Horses to Water during a Pandemic: Assuring Communication Learning for 'Quants'
Language: English
Authors: Thomas Hall
Source: International Journal for Business Education. 2024 166(1).
Availability: International Society for Business Education. Web site: https://ir.library.illinoisstate.edu/ijbe/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: COVID-19, Pandemics, Writing Skills, Flipped Classroom, Quality Assurance, Professional Associations, Accreditation (Institutions), Competency Based Education, Business Communication, Undergraduate Study, Business Education, Class Organization, Student Attitudes, Educational Resources, Intermode Differences, Course Content
ISSN: 2164-2877
2164-2885
Abstract: Students attracted to quantitative disciplines of study can be reluctant to devote much attention to the critical task of communicating, and previous research (Hostager, 2018) has identified statistically significant differences in learning approaches by major among undergraduate business students. This paper presents results of learning assurance for writing skills (direct measures) even when the course content relates to the highly quantitative topics of data analytics and finance. The approach combines various pedagogical methods in an undergraduate, writing-intensive setting: traditional testing in an iterative framework, "flipped classroom" intensive work using spreadsheet software, repeated submission of brief papers incorporating analytical finance work, and student research presentations (including at an undergraduate research conference). We present quantitative and qualitative data demonstrating assurance of learning for evaluation purposes, including the recently announced (2020) competency-based Assurance of Learning standards from the Association for the Advancement of Collegiate Schools of Business (AACSB). To assess the robustness of our findings, we also report results using alternate learning resources (old and new) and delivery methods (in-person, hybrid, fully online), taking advantage of the pandemic natural experiment. We found that learning progress was assured in each context for hybrid and fully online delivery; however, learning was not as monotonic as for fully in-person implementation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1428649
Database: ERIC
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  Data: Students attracted to quantitative disciplines of study can be reluctant to devote much attention to the critical task of communicating, and previous research (Hostager, 2018) has identified statistically significant differences in learning approaches by major among undergraduate business students. This paper presents results of learning assurance for writing skills (direct measures) even when the course content relates to the highly quantitative topics of data analytics and finance. The approach combines various pedagogical methods in an undergraduate, writing-intensive setting: traditional testing in an iterative framework, "flipped classroom" intensive work using spreadsheet software, repeated submission of brief papers incorporating analytical finance work, and student research presentations (including at an undergraduate research conference). We present quantitative and qualitative data demonstrating assurance of learning for evaluation purposes, including the recently announced (2020) competency-based Assurance of Learning standards from the Association for the Advancement of Collegiate Schools of Business (AACSB). To assess the robustness of our findings, we also report results using alternate learning resources (old and new) and delivery methods (in-person, hybrid, fully online), taking advantage of the pandemic natural experiment. We found that learning progress was assured in each context for hybrid and fully online delivery; however, learning was not as monotonic as for fully in-person implementation.
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    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Quality Assurance
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      – SubjectFull: Professional Associations
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      – SubjectFull: Accreditation (Institutions)
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      – SubjectFull: Competency Based Education
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      – SubjectFull: Business Communication
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Business Education
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