Heutagogy - An updated approach to Masters Education

Lauren P Richardson, Carol G McGowan, Lee E J Styger

Abstract


Purpose. This paper examines the development of an Australian Qualifications Framework (AQF) compliant Master of Business Administration (MBA) subject. The aim was to equip students with the fundamental skills they would need to become lifelong learners. We used an embedded team teaching approach as a way to facilitate heutagogical practice.

Methodology. A literature search was conducted to see how the AQF requirements were being met for MBA courses. This is connected to the single case study of an MBA subject’s development.

Findings. The findings indicate that an embedded team teaching style proved to be beneficial in enabling the heutagogical double loop learning method where students were exposed to diverse teaching styles, academic standards and skills, which promoted self-awareness. The embedded style linked student competencies to academic and business skills within the content and assessments.

Practical implications. Insights were gained in creating and developing a teaching partnership, the use of heutagogy and at the time a lack of current application of AQF to an MBA.

Originality/value. An implementation of the an embedded team teaching learner centred approach and proposed subject development framework can help educational planners, administrators and course coordinators of MBA course to contribute towards meeting the AQF requirements. We devised a double loop learning cycle based on heutagogy principles.


Keywords


Master Business Administration; Australian Qualifications Framework; Team Teaching; Heutagogy 

Full Text:

PDF

References


Adams, P. (2014). “Self-determined learning: heutagogy in action”, British Journal of Educational Studies, 62(4), 476-478.

Alred, G., & Garvey, B. (2000). “Learning to Produce Knowledge - the Contribution of Mentoring”, Mentoring & Tutoring: Partnership in Learning, 8(3), 261-272.

Anderson, E. M., & Shannon, L. A. (1995). “Towards a conceptualisation of mentoring”. In T. Kelly & S. Mayes (Eds.), Issues in Mentoring (pp. 25-34). Longon: Routledge.

Australian Quality Framework Council. (2013). Australian Quality Framework. 2nd ed. Retrieved from http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf

Bartlett-Bragg, A. (2005). “Preparing for the future”, International Journal of Design Sciences and Technology, 12(2), 115-122.

Bauwens, J., & Hourcade, J. J. (1991). “Making Co-Teaching a Mainstreaming Strategy”, Preventing School Failure: Alternative Education for Children and Youth, 35(4), 19-24.

Bergen, A., & While, A. (2000). “A case for case studies: exploring the use of case study design in community nursing research”, Journal Of Advanced Nursing, 31(4), 926-934.

Blaschke, L. M. (2012). “Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning”, International Review of Research in Open and Distance Learning, 13(1), 56-71.

Campbell Jr, C. L., & Kresyman, S. (2015). “Aligning Business and Education: 21st Century Skill Preparation”, The E-Journal of Business Education & Scholarship of Teaching, 9(2), 1-12.

Canning, N. (2010). “Playing with Heutagogy: Exploring Strategies to Empower Mature Learners in Higher Education”, Journal of Further and Higher Education, 34(1), 59-71.

Chandra, A., & Sottile, J. M., Jr. (2005). “A critical examination of team-teaching of health care administration courses: student, faculty, and administration perspective”, Journal Of Hospital Marketing & Public Relations, 15(2), 55-68.

Dennick, R. (2012). “Twelve tips for incorporating educational theory into teaching practices”, Medical Teacher, 34(8), 618-624.

Divan, A., & Mason, S. (2015). “A programme-wide training framework to facilitate scientific communication skills development amongst biological sciences Masters students”, Journal of Further and Higher Education, 37(10), 1-25.

Edirisinghe, R., & Fraser, K. (2015). “The masters of sustainable practice: A review of a program for working professionals”, Australian Journal of Environmental Education, 30(2), 239-253.

Etherington, S. (2008). “Academic writing and disciplines”. In P. Friedrich (Ed.), Teaching Academic Writing (pp. 26-58). London: Continuum.

Fraser, K., & Thomas, T. (2013). “Challenges of assuring the development of graduate attributes in a Bachelor of Arts”, Higher Education Research & Development, 32(4), 545-560.

Freeman, M., & Hancock, P. (2011). “A brave new world: Australian learning outcomes in accounting education”, Accounting Education, 20(3), 265-273.

Grain, H., & Hovenga, E. (2011). “Health informatics competencies - underpinning e-health”, Studies in Health Technology & Informatics, 168, 73-81

Gray, K., Choo, D., Butler-Henderson, K., Whetton, S., & Maeder, A. (2015). “Health Informatics and E-health Curriculum for Clinical Health Profession Degrees”, Studies In Health Technology And Informatics, 214, 68-73.

Hall, R., Agarwal, R., & Green, R. (2013). “The future of management education in Australia: Challenges and innovations”, Education and Training, 55(4), 348-369.

Halsall, J. P., Powell, J. L., & Snowden, M. (2016). “Determined learning approach: Implications of heutagogy society based learning”, Cogent Social Sciences, 2, 1-11.

Hammersley, M. (1986). Case studies in classroom research : a reader / edited by Martyn Hammersley. Milton Keynes, England ; Philadelphia: Open University Press.

Hase, S., & Kenyon, C. (2000). “From andragogy to heutagogy”. Ulti-BASE In-Site, December.

Hase, S., & Kenyon, C. (2003, 25-27 September). “Heutagogy and developing capable people and capable workplaces: strategies for dealing with complexity”, Paper presented at the Proceedings of The Changing Face of Work and Learning conference, University Alberta, Canada.

Hedberg, P. R. (2009). “Learning through Reflective Classroom Practice: Applications to Educate the Reflective Manager”, Journal of Management Education, 33(1), 10-36.

Helms, M. M., Alvis, J. M., & Willis, M. (2005). “Planning and implementing shared teaching: An MBA team-teaching case study”, Journal of Education for Business, 81(1), 29-34.

Hillege, S. P., Catterall, J., Beale, B. L., & Stewart, L. (2014). “Discipline matters: embedding academic literacies into an undergraduate nursing program”, Nurse education in practice, 14(6), 686-691.

Inamdar, S. N., & Roldan, M. (2013). “The MBA Capstone Course: Building Theoretical, Practical, Applied, and Reflective Skills”, Journal of Management Education, 37(6), 747-770.

Iyengar, R. V. (2015). “MBA: The soft and hard skills that matter”, IUP Journal of Soft Skills, 9(1), 7-14.

Jackson, S., Mason, R., & Toohey, M. (2011). “The emergence of the JD in the Australian legal education marketplace and its impact on academic standards”, Legal Education Review, 21(1), 23-48.

Johnson, M. (2008). “Grading in competence-based qualifications--is it desirable and how might it affect validity?”, Journal of Further and Higher Education, 32(2), 175-184.

Joseph, D. (2015). “Changes, challenges and successes facing secondary pre-service teacher education in Australia”, International Journal of Learning in Higher Education, 22(4), 11-23.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N.J: Prentice-Hall.

Leigh, E. E. (2014). Identifying the competencies and capabilities of simulation professionals (Vol. 8264 LNCS): Springer Verlag.

Malone, D. T., Short, J. L., Naidu, S., White, P. J., & Kirkpatrick, C. M. (2015). “Mapping of the Australian qualifications framework standards onto an undergraduate bachelor of pharmacy course”, Pharmacy Education, 15(1), 261-269.

McCarthy, G. (2013). Sharing the research journey - fostering a love of research in coursework masters students. Paper presented at the Proceedings of The 12th European Conference on Research Methodology for Business and Management Studies, United Kingdom.

McNaught, K. (2013). “Implementing an intervention to assist Certificate IV students to transition successfully to undergraduate study within an AQF contextualisation: A case study”, International Journal of Training Research, 11(3), 234-245.

Murray, N. (2010). “Conceptualising the English language needs of first year university students”, International Journal of the First Year in Higher Education, 1(1), 55-64.

O'Brien, K., Oliver, B., & Connors, P. (2013, 1-3 July, 2013). Development and ecvidencing achievement of graduate learning outcomes in Deakin University's enhanced MOOC. Paper presented at the 5th International Conference on Education and New Learning Technologies, Barcelona, Spain.

Peltier, J. W., Hay, A., & Drago, W. (2006). “Reflecting on Reflection: Scale Extension and a Comparison of Undergraduate Business Students in the United States and the United Kingdom”, Journal of Marketing Education, 28(1), 5-16.

Percy, A. (2014). “Re-integrating academic development and academic language and learning: a call to reason”, Higher Education Research and Development, 33(6), 1194-1207.

Perkins, D. N., Jay, E., & Tishman, S. (1993). “Beyond Abilities: A Dispositional Theory of Thinking”, Merrill-Palmer Quarterly, 39, 1-21.

Pryor, P. (2016). “Accredited OHS professional education: A step change for OHS capability”, Safety Science, 81, 5-12.

Rowley, J., Kupiec-Teahan, B., & Leeming, E. (2007). “Customer community and co-creation: a case study”, Marketing Intelligence & Planning, 25(2), 136-146.

Smith, E. (2014). “Voices from a small discipline: How the Australian Vocational Education and Training discipline made sense of journal rankings”, International Journal of Training Research, 12(3), 227-241.

Smith, T., Harris, J., Woznitza, N., Maresse, S., & Sale, C. (2015). “Conceptualisation of the characteristics of advanced practitioners in the medical radiation professions”, Journal of Medical Radiation Sciences, 1-7.

Snowden, M., & Halsall, J. P. (2016). “Self-determined approach to learning: A social science perspective”, Cogent Education, 3, 1-9.

Snowden, M., & Hardy, T. (2012). “Peer mentorship and positive effects on student mentor and mentee retention and academic success”, Widening Participation & Lifelong Learning, 14, 76-92.

Stake, R. E. (1995). The art of case study research / Robert E. Stake. Thousand Oaks: Sage Publications.

Susilawati, C., Eves, C., Bryant, L., & Blake, A. (2014). The Australian Qualifications Framework for bachelor degree in property economics. Paper presented at the 20th Annual Pacific Rim Real Estate Society Conference, Lincoln, New Zealand. http://eprints.qut.edu.au/83855/

The University of Wollongong (UOW). (2014). Sydney Business School Master your career growth: Course Prospectus. Retrieved from http://sydneybusinessschool.edu.au/content/groups/public/@web/@bus/documents/doc/uow175926.pdf

Whitelaw, P., & Wrathall, J. (2015). “Developing practice oriented undergraduate courses in a quality framework: a case study: bachelor of event management”, Quality Assurance in Education, 23(4), [Earlycite].

Williams, B. R. (2017). “Disability in the Australian workplace: Corporate governance or CSR issue?”, Equality, Diversity and Inclusion, 36(3), 206-221.

Wilson, E. O. (1998). Consilience: the unity of knowledge, (1st ed.), Random House: New York.

Yin, R. K. (1994). Case study research: design and methods, (2nd ed.), Thousand Oaks, Calif. : Sage.


Refbacks

  • There are currently no refbacks.