Improving Learning at Universities: Who is Responsible?
AbstractRecently, I published a letter in the Wall Street Journal (Armstrong 2004a) with the basic message that business school education has been losing effectiveness. Most important, students are not learning to do things, such as making an effective oral presentation, writing a persuasive management report, listening to others, conducting a meeting, or using statistical procedures to analyze data. This problem is not confined to business schools; it is plaguing the educational system on almost every level. My letter drew responses from alumni, faculty, recruiters, consultants, and students. Nearly all of them agreed with my assessment, claiming that the problem is rampant but ignored. As I will show below, however, evidence-based suggestions can resolve the problem.
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Bibliographic InfoPaper provided by EconWPA in its series General Economics and Teaching with number 0502006.
Length: 4 pages
Date of creation: 04 Feb 2005
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Note: Type of Document - pdf; pages: 4
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Find related papers by JEL classification:
- A - General Economics and Teaching
This paper has been announced in the following NEP Reports:
- NEP-ALL-2005-04-16 (All new papers)
- NEP-EDU-2005-04-16 (Education)
- NEP-HPE-2005-04-16 (History & Philosophy of Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- J.S. Armstrong, 2005. "Are Student Ratings of Instruction Useful?," General Economics and Teaching 0502007, EconWPA.
- Attiyeh, Richard & Lumsden, Keith G, 1972. "Some Modern Myths in Teaching Economics: The U. K. Experience," American Economic Review, American Economic Association, vol. 62(2), pages 429-33, May.
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