ISSN: 2226-6348
Open access
The Three-Pronged teaching approach was introduced to undergraduate business studies. It is mixed with the game, problem, and challenge-based learning strategy that aims to prepare business students to manage unexpected and complex global or industrial issues. It encourages an active and reliable learning environment that requires students' creative input, collaboration, and industrial involvement. This teaching approach uses an immersive learning method to introduce the "Student as Manager" model at higher education institutions. Therefore, the Strategic Management subject at Universiti Pendidikan Sultan Idris (UPSI) implemented this teaching approach. The Course Learning Outcome result shows the subject performance was 75.1 percent. The teaching approach is beneficial for undergraduate students to get to know about industrial phenomena with 21st-century learning skills.
Albaqami, T. (2016). Effective Methods of Teaching Business Education. International Journal of Scientific & Engineering Research, 7(1), 1052-1055. Retrieved from http://www.ijser.org
Basuki, Y., & Hidayati, Y. (2019). Kahoot! or Quizizz: the Students’ Perspectives. https://doi.org/10.4108/eai.27-4-2019.2285331
Olalla, B. C., & Merino, A. (2019). Competences for sustainability in undergraduate business studies: A content analysis of value-based course syllabi in Spanish universities. International Journal of Management Education, 17(2), 239–253.
https://doi.org/10.1016/j.ijme.2019.02.006
Briguglio, C. (2007). Educating the business graduate of the 21st century: Communication for a globalized world. International Journal of Teaching and Learning in Higher Education, 19(1), 8-20. Retrieved from http://www.isetl.org
Consalvo, A. L., & David, A. D. (2016). Writing on the walls: Supporting 21st-century thinking in the material classroom. Teaching and Teacher Education, 60, 54-65. https://doi.org/10.1016/j.tate.2016.08.005
Emblen-Perry, K. (2018). Enhancing student engagement in business sustainability through games. International Journal of Sustainability in Higher Education, 19(5), 858-876. https://doi.org/10.1108/IJSHE-05-2017-0075
Eraña-Rojas, I. E., López Cabrera, M. V., Ríos Barrientos, E., & Membrillo-Hernández, J. (2019). A challenge based learning experience in forensic medicine. Journal of Forensicand Legal Medicine, 68 (April). https://doi.org/10.1016/j.jflm.2019.101873
Hine, G. S. C. (2013). The importance of action research in teacher education programs. In Special issue: Teaching and learning in higher education: Western Australia's TL Forum. Issues in Educational Research, 23(2), 151-163.
Holmes, N. (2018). Engaging with assessment: Increasing student engagement through continuous assessment. Active Learning in Higher Education, 19(1), 23–34. https://doi.org/10.1177/1469787417723230
Hossain, M. M., Alam, M., Alamgir, M., & Salat, A. (2020). Factors affecting business graduates’ employability–empirical evidence using partial least squares (PLS). Education and Training. https://doi.org/10.1108/ET-12-2018-0258
Ismail, M. A.-A., & Mohammad, J. A.M. (2017). Kahoot: A Promising Tool for Formative Assessment in Medical Education. Education in Medicne Journal, 9(2), 19–26. https://doi.org/10.21315/eimj2017.9.2.2
Jackson, M. J., Helms, M. M., & Ahmadi, M. (2011). Quality as a gap analysis of college students’ expectations. Quality Assurance in Education, 19(4), 392–412. https://doi.org/10.1108/09684881111170096
Kirkpatrick, N. (2020). Reality check: Helping students recognize, evaluate, and pursue realistic entry-level jobs in the business. International Journal of Management Education, 18(2), 100384. https://doi.org/10.1016/j.ijme.2020.100384
Licorish, S. A., George, J. L., Owen, H. E., & Daniel, B. (2017). “Go Kahoot!” Enriching classroom engagement, motivation, and learning experience with games. Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 – Main Conference Proceedings, 755–764.
Lin, D. T. A., Ganapathy, M., & Kaur, M. (2018). Kahoot! It: Gamification in higher education. Pertanika Journal of Social Sciences and Humanities, 26(1), 565-582.
Lorange, P., & Thomas, H. (2016). Pedagogical advances in business models at business schools – in the age of networks. Journal of Management Development, 35(7), 889-900. https://doi.org/10.1108/JMD-11-2014-0150
Mohammad, A. (2015). Experimental methods of teaching business studies: Practical approaches beyond lecturing. International Journal of Core Engineering & Management, 1(12), 59-73.
Monllor, J., & Soto-Simeone, A. (2019). The impact that exposure to digital fabrication technology has on student entrepreneurial intentions. International Journal of Entrepreneurial Behaviour and Research. https://doi.org/10.1108/IJEBR-04 2019-0201
O’Brien, E., McCarthy, J., Hamburg, I., & Delaney, Y. (2019). Problem-based learning in the Irish SME workplace. Journal of Workplace Learning, 31(6), 391–407. https://doi.org/10.1108/JWL-10-2018-0131
Okolie, U. C., Elom, E. N., Igwe, P. A., Binuomote, M. O., Nwajiuba, C. A., & Igu, N. C. N. (2020). Improving graduate outcomes?: Implementation of problem-based learning in TVET systems of Nigerian higher education. Higher Education, Skills, and Work-Based Learning. https://doi.org/10.1108/HESWBL-12-20180140
Roberts, D. (2019). Higher education lectures: From passive to active learning via imagery? Active Learning in Higher Education, 20(1), 63–77.
https://doi.org/10.1177/1469787417731198
Rodríguez-Chueca, J., Molina-García, A., García-Aranda, C., Pérez, J., & Rodríguez, E. (2020). Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain. Environmental Education Research, 26(2), 238-252.
https://doi.org/10.1080/13504622.2019.1705965
Siagan, M. V., Saragih, S., & Sinaga, B. (2019). Development of Learning Materials Oriented on Problem-Based Learning Model to Improve Students' Mathematical Problem Solving Ability and Metacognition Ability. International Electronic Journal of Mathematics Education, 14(2), 331-340. https://doi.org/10.29333/iejme/5717
Silva, A. B. Da, Bispo, A. C. K. de A., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Revista de Gestão, 25(2), 160–177.
https://doi.org/10.1108/REGE-03-2018-030
Tang, A. C. Y., & Chow, M. C. M. (2020). To evaluate the effect of challenge-based learning on the approaches to learning of Chinese nursing students: A quasi experimental study. Nurse Education Today, 85(October 2018), 104293.
https://doi.org/10.1016/j.nedt.2019.104293
Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R., & Lester, J. (2020). The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers and Education, 147(December 2019), 103781. https://doi.org/10.1016/j.compedu.2019.103781
Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy modeled personalization for mobile game-based learning in higher education. Computers and Education, 144, https://doi.org/10.1016/j.compedu.2019.103698
Vercellotti, M. L. (2018). Do interactive learning spaces increase student achievement? A comparison of classroom context. Active Learning in Higher Education, 19(3), 197–210.
https://doi.org/10.1177/1469787417735606
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers and Education, 149(May 2019), 103818.
https://doi.org/10.1016/j.compedu.2020.103818
Wright, M. C., Bergom, I., & Bartholomew, T. (2019). Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes. Active Learning in Higher Education, 20(1), 51–62. https://doi.org/10.1177/1469787417735607
Yoosomboon, S., & Wannapiroon, P. (2015). Development of a Challenge Based Learning Model via Cloud Technology and Social Media for Enhancing Information Management Skills. Procedia - Social and Behavioral Sciences, 174, 2102–2107.
https://doi.org/10.1016/j.sbspro.2015.02.008
Yusof, A. R. B. M., & Ghouri, A. M. (2013). Educational service quality and customer satisfaction index at public higher educational institutions. Indian Journal of Commerce and Management Studies, 4(1), 43-49. Retrieved from
http://scholarshub.net/index.php/ijcms/article/view/294/286
Zabit, M. N. M. (2010). Problem-Based Learning On Students Critical Thinking Skills In Teaching Business Education In Malaysia: A Literature Review. American Journal of Business Education (AJBE), 3(6), 19–32. https://doi.org/10.19030/ajbe.v3i6.436
In-Text Citation: (Nallaluthan et al., 2022)
To Cite this Article: Nallaluthan, K., Ghouri, A. M., & Jizat, J. E. M. (2022). ‘Student as Manager’ Model in Business Studies – Three-Pronged Teaching Approach. International Journal of Academic Research in Progressive Education and Development, 11(1), 145–154.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode