INCORPORATING A TEACHING INNOVATION PROJECT IN A SUBJECT IN THE DEGREE OF BUSINESS ADMINISTRATION

With the arrival of the European Higher Education Area, the Universities have had to transform their methodologies in order to adapt them to the new requirements, focusing on competencies. In this way, lecture rooms are changing with the aim to promote a dynamic learning instead of the traditional master class.

In this scenario, this paper presents the results obtained from the implementation of a teaching innovation project developed in the subject “Strategic Management”. It was delivered in the 4 course of the Degree of Business Administration at the University of Cantabria (Spain), during the course 2014-15.

This project is based on two essential pillars:
(1) the use of cooperative learning like teaching methodology, and
(2) the use of new information and communication technologies (ICT) as an essential tool in the learning.

Related to the use of cooperative learning like learning methodology, professors proposed to the students a team work during the semester in which they applied the theoretical concepts acquired from the master classes to a real firm. In this sense, combining master classes and practical classes in the classroom, the students presented at the end of the course a strategic analysis about an enterprise.

Regarding the use of ICT in teaching activity, this subject used Moodle platform in order to promote interaction between students, and between students-professors. In addition professors used this platform in order to provide tools like forums, chats or interesting links to support the study.

The incorporation of the teaching innovation project has two main goals:
(1) First, the implementation of innovative learning activities in the subject and,
(2) second the improvement of the evaluation process.

Results show that the first aim was achieved completely, while the second objective was achieved only partially.

More than 93 per cent of the students decided to participate in the proposal and passed the subject through the continuous evaluation, that is to say, using cooperative learning. Results show that there are differences between participating/non participating students in the proposal: Around 65 per cent of the students participating in the cooperative evaluation passed the subject, while only 50 per cent of the students who did not follow this system passed. Also the average of qualifications was different: 5,3 points (out of 10) was the average of participating students and 4,8 points was the average of non-participating students.

Finally the paper presents the perception of the students, measured using a questionnaire at the end of the subject as well as some recommendations for future inititatives.