When practitioners and scientists collide : an evidence-based activity for management education
In this quasi-experimental study, our team of management educators and learning scientists tested an evidence-based learning activity designed to have students internalize the importance of empathy. 83 students enrolled in two sections of a second-year undergraduate management course completed a ver...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Conference Paper |
| Language: | English |
| Published: |
2020
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/144420 |
| _version_ | 1811694102878617600 |
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| author | Hartman, Kevin Koh, Jaime Rajaram, Kumaran |
| author2 | Nanyang Business School |
| author_facet | Nanyang Business School Hartman, Kevin Koh, Jaime Rajaram, Kumaran |
| author_sort | Hartman, Kevin |
| collection | NTU |
| description | In this quasi-experimental study, our team of management educators and learning scientists tested an evidence-based learning activity designed to have students internalize the importance of empathy. 83 students enrolled in two sections of a second-year undergraduate management course completed a version of a voluntary online activity. Prior to the activity, students in one section of the course received materials highlighting the core functions of management (planning, organizing, leading and controlling). Students in the second section of the course received materials introducing the design thinking process.
To help students internalize the value of empathy, we incorporated design principles from cognitive, educational, and social psychology into the activity. At the end of the activity, students applied their set of resources to help a prospective student solve an ambiguous management problem. Students in the functions of management condition overwhelmingly focused on the outcome of the issue, while students in the design thinking condition were more likely to focus on the process that would lead to the outcome. Students in the design thinking condition were also significantly more likely to display evidence of cognitive empathy for the prospective student. |
| first_indexed | 2024-10-01T07:02:15Z |
| format | Conference Paper |
| id | ntu-10356/144420 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T07:02:15Z |
| publishDate | 2020 |
| record_format | dspace |
| spelling | ntu-10356/1444202023-05-19T07:31:17Z When practitioners and scientists collide : an evidence-based activity for management education Hartman, Kevin Koh, Jaime Rajaram, Kumaran Nanyang Business School Academy of Management Meeting 2017 Business::General::Education Social-Psychological Interventions Empathy In this quasi-experimental study, our team of management educators and learning scientists tested an evidence-based learning activity designed to have students internalize the importance of empathy. 83 students enrolled in two sections of a second-year undergraduate management course completed a version of a voluntary online activity. Prior to the activity, students in one section of the course received materials highlighting the core functions of management (planning, organizing, leading and controlling). Students in the second section of the course received materials introducing the design thinking process. To help students internalize the value of empathy, we incorporated design principles from cognitive, educational, and social psychology into the activity. At the end of the activity, students applied their set of resources to help a prospective student solve an ambiguous management problem. Students in the functions of management condition overwhelmingly focused on the outcome of the issue, while students in the design thinking condition were more likely to focus on the process that would lead to the outcome. Students in the design thinking condition were also significantly more likely to display evidence of cognitive empathy for the prospective student. Ministry of Education (MOE) Accepted version The principal investigator and co-author, Dr. Rajaram would like to acknowledge that this Tertiary Education Research Fund (TRF) project is funded by Ministry of Education, Singapore. 2020-11-04T07:06:16Z 2020-11-04T07:06:16Z 2017 Conference Paper Hartman, K., Koh, J. & Rajaram, K. (2017). When practitioners and scientists collide : an evidence-based activity for management education. Academy of Management Proceedings. 0065-0668 https://hdl.handle.net/10356/144420 en MOE2016-2-TR05 © 2017 Academy of Management. All rights reserved. application/pdf |
| spellingShingle | Business::General::Education Social-Psychological Interventions Empathy Hartman, Kevin Koh, Jaime Rajaram, Kumaran When practitioners and scientists collide : an evidence-based activity for management education |
| title | When practitioners and scientists collide : an evidence-based activity for management education |
| title_full | When practitioners and scientists collide : an evidence-based activity for management education |
| title_fullStr | When practitioners and scientists collide : an evidence-based activity for management education |
| title_full_unstemmed | When practitioners and scientists collide : an evidence-based activity for management education |
| title_short | When practitioners and scientists collide : an evidence-based activity for management education |
| title_sort | when practitioners and scientists collide an evidence based activity for management education |
| topic | Business::General::Education Social-Psychological Interventions Empathy |
| url | https://hdl.handle.net/10356/144420 |
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