CHALLENGEBASED LEARNING A ENTREPRENEURSHIPORIENTED TEACHING EXPERIENCE by Elkin

CHALLENGE-BASED LEARNING: A ‘ENTREPRENEURSHIP-ORIENTED’ TEACHING EXPERIENCE by Elkin O. Pérez-Sánchez, Fernando Chavarro-Miranda, and Julian D. Riano Cruz

ABSTRACT Challenge-based Learning (CBL) is a pedagogical approach that actively involves students in a realistic, problematic and meaningful situation related to their environment, which requires defining a challenge and implementing a solution for it. The CBL methodology was applied by instructors with the support of students, part of the management programme from a Colombian university. The goal was to assess the validity of the methodology and examine solutions proposed by students to real-life problems in organizations. Findings allow for the conclusion that a link between CBL and entrepreneurial orientation exists. This link promotes the development of critical and constructive thinking whilst encouraging students to analyse, design, develop and execute solutions for real-life problems, similar to those they will encounter as graduate students in any organisation. . 2

TABLE OF CONTENTS I. III. IV. V. VII. Introduction…………………. 4 Theoretical Framework. . ………………. 6 Method……………………. . 11 Results……………………. 12 Discussion. ………………… 14 Conclusions…………………. . 15 References…………………. 17 3

INTRODUCTION In 2018, at one of the accredited universities in Colombia, it was proposed to a group of students to participate of a challenge-based learning (CBL) experience within a pedagogical framework providing a leading role from students in a real-life problematic, meaningful and familiar context-based situation. This experience demanded for the identification and delimitation of a challenge where students were able to propose and apply a potential solution considering scholars (Olivares et al. , 2018; Kober et al. , 2012) support that students must be educated towards the development of competences that allow them to face context plagued with uncertainty, complexity and endless possibilities. An essential characteristic of the CBL is that it must be built upon a multidisciplinary approach to produce an assertive solution. Moreover, once it is known the solution has been effective, the CBL context ought to allow for students to find rewards and be satisfied after having produced useful solutions. Therefore, it is important to highlight that CBL allows for the use of basic communication skills, the application of knowledge in real-life situations, information management, a reflexive, concrete and abstract experience, and the development of competences that allow for students to successfully endure complex environment full of limitless possibilities. 4

The CBL methodology provides students with the possibility to face real-life problems while being supervised by the instructor in order to learn about relevant issues and difficulties which are then given specific real-life solutions (Apple, 2008). According to The Innovative Education Observatory part of the ‘Tecnológico of Monterrey’ in Mexico (OIETM, 2015), CBL is a pedagogical approach that inspires students to work on a real-life problem relevant to students’ context which demands for a short, mid or long-term solution. 5

CBL has its roots in experiential learning, which II. THEORETICAL FRAMEWORK WHAT IS CHALLENGE-BASED LEARNING? carries the main objective that students evidence a deeper long-lasting learning process when they actively participate in open learning The idea of CBL is founded upon adopting a experiences compared to passively-structured learning approach from a generic theme where activities (Villa and Poblete, 2007; Proctor, 2010). related problems are identified which pose The “great challenge” of this learning approach challenges that students as a result must lays upon the proper application of the overcome. Such challenges demand concrete methodology to a specific subject, case in point, solutions that provide benefits to society or a management thinking. The application of this particular group. Based on Fletcher (2011, cited by methodology aims to provide students with Olivares and López Cabrera, 2017, p. 3), “[CBL] reviews current teaching methods with the aim to determine the most effective practices to recreate learning environments that develop and nurture creativity”. To accomplish that, the use of technological tools, resources part of the subject useful results that highlights a well-defined method for future CBL application while being able to measure individual as well as collective participation. According to Fletcher (2011), instructors must promote diversity, identify and stimulate individual differences, and encourage risk acceptant environments to promote as well as any external ones, as well as an creativity while taking into account potential instructor overseeing the process. hazards that could undermine students’ integrity if the methodology is not carried out 6

WHAT IS CHALLENGE-BASED LEARNING? (CONT. ) Currently, educational models are outdated The main objective is to further develop and fall short of what the real-world demands, university through the CBL approach. This which generates in instructors the need for objective new methodologies that allow students to be able to find, criticise and construct their own enhance ‘Management Thinking” as a subject within the Business school in a Colombian will allow for instructors and researchers to properly identify and corroborate its validity at the higher education level in Colombia. Validity of the CBL approach is knowledge base for any subject-related topic. founded Such learning is highly beneficial since students processes carried out in the past that have must develop critical thinking capabilities and skills as supported by Facione (1990, cited by upon discussion and research allowed for the identification of significant problems constantly encountered in organisations. This approach also aims to Olivares et al. , 2017, p. 2) “critical provide students, through the CBL approach, thinking, is the development of a self-regulated with the necessary skills to develop a linking judgement towards a specific purpose that provides results based upon interpretation, analysis, assessment and intervention cognitive knowledge process and among real-life lesson-based organisational knowledge. The latter is constantly assessed through explanation, inference and concepts, interpretation through the proposal, redesign, methods, criteria and context considered when and development of solutions for organisational explained through evidence, that specific purpose was first established”. -based challenges. 7

CBL METHODOLOGY In order to apply the CBL methodology, this study took on the STAR Legacy which provides the environment for students to become involved and take part in a collaborative manner towards the resolution of a problem or challenge that they find relevant while giving self-assessment opportunities (Rowe and Klein-Gardner, 2007). According to Corday et al. (2009) the foundations of the STAR legacy were originated through the merge of instructional design which include Software, Technology, Action, and Reflection (STAR) intertwined with the Legacy Cycle (Schwartz et al. , 1999) which aims to help students develop a meaningful understanding of disciplines while concurrently nurturing communication, collaboration and problem-solving skills. The Legacy cycle has been previously applied in water exploration projects by the Institute for Geophysics to support high school students in Austin, Texas. The STAR model is presented below followed by the description of each of its stages. 8

• • • Challenge: Definition of the problem and task to be accomplished. Idea Generation: Brainstorming to tackle the problem through a set of questions. Multiple Perspectives: Consider several contexts and settings where this challenge has occurred and how it was approached. Research and Revision: Engage in research actions to pull out data and information for latter revision that allow for the identification of solutions based on relevant theories. Assess the skill: Formative selfevaluation done by the student supported by the proposed solution. Communicate solutions: Delivery and communication of results and viable solutions. Add a Footer 99

To apply the didactic strategy, the starting point includes the identification of the requirements for the different trades and careers across industries demanding job seekers and experienced employees to be prepared to face and handle challenges properly. In other words, the current work environment requires from professionals to develop initiatives, communicative skills, be assertive, and nurture a research approach. These skills and abilities are developed and strengthened at the university level through student-centred didactic methodologies. The CBL approach has shown positive effects, based on the premise that no one knows everything and no one is unaware of everything, coupled with the premise that cognitive conflict allows for the learning and strengthening of knowledge, values and attitudes which are validated by others, in this experience, the instructor. CBL instructors engage in a teaching-learning process where they can reflect upon students’ experiences through curriculum-based challenges where learning settings are nurtured, questions are asked, tutorials are delivered, and competences are evaluated and enhanced (Mendoza Molina and Bernabeu Tamayo, 2006; Apple, 2008). 10

III. METHODOLOGY The application of the CBL approach began with a group of students from the management programme with a total of eleven work groups with five students in each group (three students, part of the university, and two international students placed at locations around the world) for a total sample of 55 participants. Out of the 55 students, 33 were part of the university and the remaining were international students with the aim to provide solutions for the challenge throughout the academic term. For the application of the CBL methodology, it is expected, according to Larmer (2014) and Olivares et al. (2017) that this be a learning opportunity for students to collaborate in under the supervision of the instructor to learn about relevant problems through the proposal of appropriate and real solutions for Colombian companies. The ability to apply the CBL methodology on real firms provided learning where students could identify a diverse set of problems that later became the main focus of work for each participant work group. The participant firms were selected by each group of students following a purposive sampling (Silverman, 2011) considering several criteria: first, the ability to access information within the company which required some level of familiarity and linkages among the students and the participant firm (e. g. relatives working in the firm). Second, the location of the firm since many students did not have a car, and continuous use of public transport could become expensive. Third, the agreement of the participant organization for student groups to schedule field visits to gather initial demographic and research-related data, to gather results in follow-up visits, and to obtain feedback from firm’s members. 11

PHASES Initially, the CBL methodology is described and explained to the students, and then in all subsequent lessons, time is allocated to further clarify any doubts going forward. Each work group must choose an organisation and carefully identify a problematic situation that could represent an ongoing challenge for the organisation. Next, the problem would be discussed with the aim to generate questions and potential sources information based on existing management theories. Consequently, the deployment of the CBL methodology entails the development of critical thinking towards analysis, assessment and interpretation of the evidence collected, methods applied and/or criteria utilised and adopted by the organisation. According to García Bejar (2014) the CBL methodology is deployed in three phases: Phase 1 This is the preparatory period where the work to be done is described and the plan of action laid out. For this specific study, the allocation of work groups, the identification of the challenge, the generation of ideas, and the identification of relevant perspectives that can be considered for the challenge. It is in this phase that all the components of the challenge must be identified by all members of the work group including the main idea, the research question and the description of the challenge. Activities included the identification of work group members. , the clarification of main idea, essential questions are asked and description of the challenge, the search and identification of previous successful challenges from other researchers, the establishment of contact with an international party (basic information and affiliation), and the presentation of rules, regulations, and responsibilities allocation, and lay out of timelines. 12

PHASES 2 & 3 Phase 2 Development and validation, which consists of research, revision, and skills assessment. By the end of this phase main research questions, actions and resources useful for the success of the challenge must be identified, clarified, and internalised. Also, this phase must include the identification of the proposed solution, the assessment procedure for the proposed solution and its validation methods. Activities: Capture of videos and/or activity logs. Delivery of information research results. Supporting documents for proposed solution. Phase 3 This phase encompasses the development of an article as a result of the implementation carried out. In addition to a formal document that describes the entire deployment of the CBL experience. The list of elements along with their description used during the deployment of the CBL methodology is summarised in Table 1. 13

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V. RESULTS Once the CBL activity had been finalised, three members from the faculty, experts in organisational consulting, were called in to provide an assessment, based on the rubric presented on Table 2 for components such as explanation, interpretation, exploration and analysis, proposal, redesign, and innovation, for the challenge description and presentation together with the proposed solutions. Table 3 presents the criteria to evaluate each one of the challenges presented by the work groups. The assessment used a 3 -point scale where 1 was given to those groups that did not fulfill the criteria; 2 was given to those groups that provided an acceptable development of the challenge and potential solutions but with room for improvement; and 3 was given to those groups that truly identified, explored, and internalised the CBL methodology supported upon theoretical frameworks to provide comprehensive and real-life solutions to challenges in organisations. 16

These results allow for the high level of compliance towards the main aim which was to identify and develop a relevant real-life solution for an organisation through a discussion and research process. These results also evidence the appropriability and validity of the CBL methodology for management students prompting for the development of research proposals in other contexts such as other higher education programmes or different countries to corroborate and validate the CBL methodology further more. Considering the application of the CBL methodology is still in its early stages within the business administration context in Colombia, limitations have arisen which hinder its full implementation. Limitations such as the identification, suitability and willingness to take part of an international participant whose native language was different from that of the Colombian students. Moreover, students expressed their gratitude towards the participation of faculty experts who allowed them to identify and understand the importance of having the right theoretical and research methodology frameworks to properly address the real-life challenges encountered across several organisations. 17

VI. DISCUSSION A ‘challenge’ in itself attracts students since it is an opportunity to test their abilities and produce a meaningful outcome, thus, generating motivational learning. Despite implementation drawbacks due to the shift in paradigm, and approach that most management programmes are accustomed to, it is a complex task to develop and constantly drive institutional performance upwards. However, students have demonstrated the motivation and effort levels necessary to consider the application of the CBL methodology towards the acquisition of incentives and the continuation of its deployment since it is easier to continue than to stop and restart its application once again, precisely because it is a team effort. Additionally, during the application of the CBL methodology, the conclusions proposed by other scholars (Olivares et al. , 2018; Olivares and López Cabrera, 2017) became evident arguing CBL could develop critical and creative thinking skills, when proposing and implementing solutions, to real-life problems faced by organisations. One of the key areas of improvement on the application of the CBL methodology is a greater level of interaction with international participants as idea generation and exchange could be highly improved. 18

VI. CONCLUSIONS The results evidence fulfilment of the main objective which allows for the recognition of the validity in the CBL methodology application and implementation for students in the business administration programme in Colombia. This study aims to create and inspire opportunities for the application and replication of the CBL methodology at other institutions in different contexts and countries to validate and corroborate its wide array of benefits and contribute further to the knowledge in management sciences with the aim to encourage the entrepreneurial orientation, particularly in developing countries. The CBL methodology can also provide greater results within the management field through the inclusion of analytical tools such as the value chain proposed by Porter (1985) and the balanced scorecard (Kaplan and Norton, 2001) whilst encouraging sustainability practices through its application at the Triple Bottom Line (TBL) proposed by John Elkington (2004). The CBL methodology encourages students to reflect upon legitimate problems faced at the organisational level demanding for the proposition of innovative ideas customised for everyday situations. Providing relevant and practical solutions for authentic organisational challenges increase internal motivational levels in management students allowing for the increase of deep learning and internalisation of knowledge, able to nurture critical and constructive thinking while positioning business administration programmes as a top choice for any new student through making it more interesting, dynamic and applicable. 19

REFERENCES ü To find references from citations in this presentation, please refer to the main document in BAM 2020 proceedings. 20 20

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