Closing the Generation Gap between Youth, Business School and Business through Learning-by-SharingCombining Academic Rigor and Practical Relevance

The main problem addressed in this study is the gap between youth and older generations in business and business schools. By overlooking youth digital literacy it is claimed that both business schools and businesses are ill prepared for educating and training future youth. The gap between business and business schools is described based on current research (Gosling & Mintzburg, 2003; Bennis & O’Toole, 2005). The gap between youth and older generations in business is described and explained through a case description (Thijssen, 2006) from business practice. The purpose of the research is to make business schools aware of the gaps between youth culture and business in terms of digital literacy, youth culture and learning styles. Recommendations are formulated (Veen, 2004) to gather knowledge about youth digital literacy and steps to close the gaps identified. The methodology of the study is a hybrid research approach between literature study and action research in the field of learning (Thijssen, 2006). Finally a new eclectic learning model Learning-by-Sharing (Thijssen, Maes & Vernooij, 2002; Maes, 2003: Huizing, Maes & Thijssen, 2007; Thijssen, Vernooij & Stein, 2007) is presented as a constructivist and collaborative learning approach between students, teachers, researchers and practitioners. The Learning-by-Sharing model can be seen as an operationalisation of new learning requirements. Thereby breaking the boundaries between generations and between business schools and business. Implications and recommendations for shaping future education and training for youth are formulated

Dynamics in Business and its Consequences for Learning Business, Learning by Sharing as a model for revitalization

Currently there is much debate about the gap between business schools and the business world (Mintzberg, 2004; Bennis & O’Toole, 2005). One of the arguments is that business schools focus too much on ‘scientific’ research and lack relevant business context and real world experience. Our proposition is that the dynamics in the business environment force businesses and business schools to revitalize together through learning by sharing. This article advocates that researchers, teachers, students (business schools) and practitioners (business) should engage in a mutual learning process. Close cooperation, shared understanding, and shared learning can foster adaptation to the dynamics of the business environment, and encourage both business schools and business corporations to build new academic theory and new business logic. The learning by sharing model (Thijssen, Maes and Vernooij, 2002) can be applied to both the academic world and the business world in concert. The present paper conceptualizes how business corporations and business schools can learn from each other and develop closer links

Problem-based learning approaches in meteorology

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions

Student and tutor perceptions on attributes of effective problems in problem-based learning

This study aimed to identify the attributes that students and tutors associated with effective PBL problems, and assess the extent to which these attributes related to the actual effectiveness of problems. To this end, students and tutors in focus groups were asked to discuss about possible attributes of effective problems. The same participants were then asked to individually and independently judge eight sample problems they had worked with. Text analysis of the focus group discussion transcripts identified eleven problem attributes. Participants' judgments of the sample problems were then frequency-scored on the eleven problem attributes. Relating the participants' judgments with the entire student cohort's grades yielded high and significant correlations, suggesting that the eleven problem attributes reflect aspects of problem effectiveness

Are tutor behaviors in problem-based learning stable? A generalizability study of social congruence, expertise and cognitive congruence

The purpose of this study was to investigate the stability of three distinct tutor behaviors (1) use of subject-matter expertise, (2) social congruence and (3) cognitive congruence, in a problem-based learning (PBL) environment. The data comprised the input from 16,047 different students to a survey of 762 tutors administered in three consecutive semesters. Over the three semesters each tutor taught two of the same course and one different course. A generalizability study was conducted to determine whether the tutor behaviors were generalizable across the three measurement occasions. The results indicate that three semesters are sufficient to make generalizations about all three tutor behaviors. In addition the results show that individual differences between tutors account for the greatest differences in levels of expertise, social congruence and cognitive congruence. The study concludes that tutor behaviors are fairly consistent in PBL and somewhat impervious to change. Implications of these findings for tutor training are discussed