Abstract:

Teaching organizational, motivational, and leadership theories, along with related topics such as organizational culture, group and team dynamics, and the role of biases in organizations, presents persistent challenges in undergraduate education. These challenges are particularly pronounced when instructional time is limited. While students are often able to comprehend individual theories or concepts, difficulties arise in distinguishing between them, retaining knowledge over time, and, most critically, understanding how theoretical frameworks translate into organizational practice. A central question that frequently emerges among students is the relevance of such theories beyond their contribution to academic performance.

This study reports on the development and institutionalization of a learning module that originated as an experimental assignment and subsequently became an integral component of an international bachelor’s degree program. The primary objective of the module is to support students in comprehending, retaining, and applying theoretical concepts in real-world contexts. The purpose of this paper is to present the design, implementation, and evaluation of this pedagogical approach, while identifying its benefits and limitations.

The methodology is based on a longitudinal qualitative study, employing non-intrusive participant observation of student groups during both the assignment planning and post-processing stages. Data were collected over a seven-year period and analyzed with reference to theories of affect, cognition, andragogy, pedagogy, and social psychology.

Findings reveal recurring challenges encountered during the administration and reflection phases of the assignment, as well as substantial pedagogical benefits. In particular, students demonstrated increased engagement and deeper understanding once the practical relevance of theoretical constructs became evident. The assignment facilitated memorable learning experiences by bridging the gap between abstract knowledge and its organizational applications.

In conclusion, this paper argues that the integration of experiential, theory-to-practice assignments within undergraduate curricula can significantly enhance student learning outcomes. Such an approach not only improves comprehension and retention but also addresses students’ demand for demonstrable relevance of academic theories in professional contexts.

Keywords:

Leadership theories, organizational behaviour, memorable teaching approach.