Assessing the instructional effectiveness of problem-based management education in Thailand: A longitudinal evaluation

Philip HALLINGER, Jiafang LU

Research output: Contribution to journalArticles

19 Citations (Scopus)

Abstract

Problem-based learning (PBL) has attracted increased interest in higher education due to claims that it provides a more active and productive learning environment. Yet, to date, most empirical research on the instructional effectiveness of PBL has been conducted in medical education. This article examines the instructional effectiveness of a problem-based curriculum at a business school in Thailand. The quasi-experimental study draws on seven years of student evaluation data to compare the instructional effectiveness of courses offered in a PBL track with other courses taught in the college. The results suggest that students perceived PBL as an effective approach to learning. PBL courses fostered a more active, engaging classroom environment that helped graduate management students understand how to apply theory to practice. The findings offer initial empirical support for the use of PBL in management education and counter the belief that Asian students are not responsive to learner centred approaches to education. Copyright © 2011 The Author(s).

Original languageEnglish
Pages (from-to)279-299
JournalManagement Learning
Volume42
Issue number3
DOIs
Publication statusPublished - Jul 2011

Citation

Hallinger, P., & Lu, J. (2011). Assessing the instructional effectiveness of problem-based management education in Thailand: A longitudinal evaluation. Management Learning, 42(3), 279-299.

Keywords

  • Higher education
  • Instructional effectiveness
  • Management development
  • Management education
  • Problem-based learning

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