Learning by facilitating: A project-based interdisciplinary approach

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2023-04-28 DOI:10.1080/08832323.2023.2196049

J. St. John, Kathryn St John, Christopher St. John

引用次数: 0

Abstract

Abstract Teamwork skills are an important part of business school curriculum typically taught using project-based experiential methods. This paper presents best practices for teaching teamwork skills to Gen Z students using a project-based learning, peer mentoring approach. With experiential learning theory as a guide, an interdisciplinary process was developed between an introductory programming course and a capstone business project management course to improve experiential learning and overcome issues like the free-rider problem. The opinions and sentiments of peer mentors were examined using text analysis and sentiment analysis. Peer mentoring between two interdisciplinary courses was found to reduce the free-rider problem and was beneficial for both classes.

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促进学习：基于项目的跨学科方法

团队合作技能是商学院课程的重要组成部分，通常采用基于项目的经验方法教授。本文介绍了使用基于项目的学习和同伴指导方法向Z世代学生教授团队合作技能的最佳实践。以体验式学习理论为指导，在编程入门课程和顶级商业项目管理课程之间开发了一个跨学科的过程，以改进体验式学习并克服搭便车问题等问题。采用文本分析和情感分析对同侪导师的观点和情感进行检验。两个跨学科课程之间的同伴辅导减少了搭便车的问题，对两个班级都有好处。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.