{"title":"Action research as a creative teaching method for humanistic management education: A case study of undergraduate business students","authors":"Patrick Adriel H. Aure","doi":"10.1016/j.ijme.2025.101179","DOIUrl":null,"url":null,"abstract":"<div><div>This study examines the integration of action research and humanistic management principles in undergraduate business education, supporting UN Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work). Through a case study of Applied Corporate Management students at De La Salle University, Philippines, the research documents how these teaching methods build management competencies and connect theory with practice. The specific pedagogical innovation combines action research methodology with humanistic management principles, creating an environment where students tackle actual organizational challenges. The study analyzes 36 student group action research projects over two years using qualitative thematic analysis, grounded in humanistic management theory. Results show that doing action research helps students create practical solutions to organizational and community problems, contributing to SDG 17 (Partnerships for Goals). Students reported enhanced well-being, better feedback processes, higher productivity, participant empowerment, and stronger community connections. Students appreciated that this approach develops critical skills needed for responsible management: systems thinking, stakeholder engagement, ethical decision-making, and reflective practice—preparing students to address both business and societal issues. The combined methods advance responsible management and sustainability by encouraging leadership that values human dignity, ethical behavior, and collaborative problem-solving while meeting organizational needs. The research adds to humanistic management education literature by showing how these principles encourage inclusive organizational practices even at the undergraduate level. An unexpected finding was some student groups independently incorporated AI tools in their action research projects, which is an area for future study. The paper discusses implications for educators preparing students for global challenges and suggests future research on creative teaching in business education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101179"},"PeriodicalIF":6.0000,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Management Education","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1472811725000497","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
引用次数: 0
Abstract
This study examines the integration of action research and humanistic management principles in undergraduate business education, supporting UN Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work). Through a case study of Applied Corporate Management students at De La Salle University, Philippines, the research documents how these teaching methods build management competencies and connect theory with practice. The specific pedagogical innovation combines action research methodology with humanistic management principles, creating an environment where students tackle actual organizational challenges. The study analyzes 36 student group action research projects over two years using qualitative thematic analysis, grounded in humanistic management theory. Results show that doing action research helps students create practical solutions to organizational and community problems, contributing to SDG 17 (Partnerships for Goals). Students reported enhanced well-being, better feedback processes, higher productivity, participant empowerment, and stronger community connections. Students appreciated that this approach develops critical skills needed for responsible management: systems thinking, stakeholder engagement, ethical decision-making, and reflective practice—preparing students to address both business and societal issues. The combined methods advance responsible management and sustainability by encouraging leadership that values human dignity, ethical behavior, and collaborative problem-solving while meeting organizational needs. The research adds to humanistic management education literature by showing how these principles encourage inclusive organizational practices even at the undergraduate level. An unexpected finding was some student groups independently incorporated AI tools in their action research projects, which is an area for future study. The paper discusses implications for educators preparing students for global challenges and suggests future research on creative teaching in business education.
本研究探讨了行动研究和人文管理原则在本科商业教育中的整合,以支持联合国可持续发展目标4(优质教育)和8(体面工作)。通过对菲律宾德拉萨大学(De La Salle University)应用企业管理专业学生的案例研究,该研究记录了这些教学方法如何培养管理能力,并将理论与实践联系起来。具体的教学创新将行动研究方法与人文管理原则相结合,创造了一个学生应对实际组织挑战的环境。本研究以人本管理理论为基础,采用定性专题分析的方法,分析了两年来36个学生团体行动研究项目。结果表明,做行动研究可以帮助学生为组织和社区问题创造切实可行的解决方案,为可持续发展目标17(目标伙伴关系)做出贡献。学生们报告说,他们的幸福感增强了,反馈过程更好了,生产力提高了,参与者赋权了,社区联系也更紧密了。学生们意识到,这种方法培养了负责任管理所需的关键技能:系统思维、利益相关者参与、道德决策和反思性实践——让学生为解决商业和社会问题做好准备。通过鼓励重视人类尊严、道德行为和协作解决问题的领导,同时满足组织需求,综合方法推进了负责任的管理和可持续性。该研究通过展示这些原则如何在本科阶段鼓励包容性组织实践,增加了人文管理教育文献。一个意想不到的发现是,一些学生团体独立地将人工智能工具纳入他们的行动研究项目,这是一个未来研究的领域。本文讨论了教育工作者培养学生应对全球挑战的意义,并提出了未来商业教育中创造性教学的研究建议。
期刊介绍:
The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.