A global integrative framework to correlate authentic learning, student engagement and change management in addressing complex workplace issues

The objective of this research is to propose an integrative global framework to correlate authentic learning, engagement and change management in addressing complex workplace issues. This research focus on determining whether an authentic learning approach to teaching a 'change management' course improves business and marketing students' overall learning experience in addressing complex workplace problems. Various teaching methods were used to measure individual perceptions of the learning process relative to a problem-based team assignment. This study relied on qualitative responses to a brief questionnaire about an authentic learning process. Responses were anonymous. The participants consisted of 36 business and marketing majors (junior and seniors), who attended a university in the North-eastern USA. Results of the study showed that students 'learned a lot' and were more likely to be engaged when an authentic learning approach was carried out in a complex team assignment geared toward developing a large-scale change initiative.