Encouraging intelligent failure in an MBA class

Pub Date : 2022-07-20 DOI:10.1111/dsji.12273
Christian Walsh
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引用次数: 1

Abstract

Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But “failing fast” just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of “brains, bravery, and belief,” the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience.

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鼓励MBA课程中的聪明失败
失败在学习如何驾驭高度不确定的组织环境中扮演着重要的角色。但是,如果设置或处理不当,“快速失败”本身可能会破坏学习。采用基于失败的教学法,包括生成式失败、全人学习和创业思维,48名学生在三个实例中设计和体验了一门MBA课程。该课程以“头脑、勇气和信念”为新指导框架,为学生带来了极具影响力的学习。学生的实验通常基于探索创业理念,发展或提高特定技能,或应用技能和知识来帮助改善社会问题。在每一种情况下,学生们都得到了支持,但也面临着挑战,要超越自己的舒适区,在旅程中遇到一些明智的失败。从认知和情感的角度定期反思他们的经历,是课程体验的基本要素。这门课程本身就是一项实验,并非没有经历过有益的失败,如今已成为MBA学习经历的重要组成部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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