The Perceived Relationship between Pedagogies and Attaining Objectives in the Business Policy Course

Abstract

Along with the growth and development of the Business Policy and Planning area, there has been a growing discussion on how to best teach the “capstone” course. Part of the cause for the debate on pedagogical effectiveness seems to lie in the unclear definition of what objectives the course (Or instructor) is seeking to fulfill. This research reports student perceptions of the relationship between three pedagogies (lecture, case study, and simulation) and course objectives relating to knowledge, attitude, and skill acquisition. This study differentiates itself from other research in that all three pedagogies were integral elements of the same course, allowing the respondents to give their perception of the relative effectiveness of the pedagogies. Results indicate there are perceptual differences in the effectiveness of pedagogies in goal attainment.