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Business management is a branch of study that focuses on understanding the different processes carried out in a business with successful implementation of different management strategies. The branch has gained significant importance in the different colleges, and universities. The development and application of structured and extensive curricula for the subject with the help of proper implementation of learning, assessments, reflection, and evaluation models is crucial for the development of the curricula for Business management. This assessment consists of five tasks each one focussing on the understanding of the different theories, models and principles related to these respective aspects of teaching. These tasks will help to gather insights into how these theories and models can be implemented for the proper development of the curricula.
Theories of learning are important to be understood by the teachers/professors for maintaining a structure in their daily teaching practices in the learning environment. The first of the well-known learning theory is the social learning theory. This theory was developed by Albert Bandura and focuses on the different ways human beings imitate or model the behaviours of others in the same social environment. As per the study by Krath et al. (2021), this theory explains that the behavioural actions of individuals are often influenced by different external factors such as motivation, attitudes, emotions and more.
Figure 1: Social Learning Theory
(Source: Whittington and Bogacz, 2019)
Another very important learning theory was given by psychologist Jean Piaget and explains that an individual’s thinking abilities are learned in four different stages which are the sensorimotor stage (learning and sense of motion), Preoperational (learning to use language), Concrete operational (learn to converse with others in the social environment) and Formal operational (learn to use logical reasoning).
Figure 2: Jean Piaget’s Cognitivism Theory
(Source: Krath et al., 2021)
According to the Social learning theory, individuals tend to learn through modelling the behaviours and actions of the other individuals present in the social environment. Proper application of the social learning theory in the classrooms can help the teachers motivate the students to connect among themselves and form peer groups (Simply Business management., 2022). This theory is also effective for the teachers to apply positive reinforcements through appropriate behaviours that the students can learn. The teachers using the social learning theory can also help the students to engage in-group discussions and motivate the students to work in groups.
On the other hand, using the cognitivism theory of learning, teachers can motivate the students to reflect learning experiences of each one of them during the classes. This theory can also be applied in the curricula to help the students find solutions to different problems they can apply in their daily lives (Whittington and Bogacz, 2019). The application of cognitivism in psychological specialisation can help students understand the specifics behaviours that are connected and the implications of the application of those behaviours. This theory can help the students of Business management to develop skills related to the understanding of behaviours and improve the comprehensive understanding of the emotional aspects of other individuals as well.
Figure 3: Kolb Learning Style Model
(Source: Chen et al., 2020)
The learning styles or the learning preferences of different individuals are bound to be different as per the pace or capacity of learning among different individuals. The Kolb Learning Style model (also known as the experiential learning model) demonstrates four different forms of learning styles based on individual’s capacity to process external information (Chen et al., 2020). In the very first style, the learner learns about new/old concrete experiences. Second style of learning as per this model, the learner is able to reflect the new experiences with the help of the different related and existing theories. The learner in this style is able to compare the understanding of the experience and the actual experience. The learner in the third style of learning as per this model learns to use the own experience to make changes in the existing experiences. In the last learning style as per this model, the new concepts related to the experiences are used to experiment and apply the different ideas.
Kolb’s Learning Styles model can be very effective to be used in psychological classes where students with different learning capabilities exist in one classroom. Teachers in psychological specialisations can use this model to understand the different learning preferences and capabilities of the students. This can be helpful to develop better learning opportunities for the students (Western Governors University, 2020). The student is learning capabilities can be understood through the different stages of this model and the teachers can include different suitable activities for the different learning capacities to help them engage better in the classes. The cycle of this model can be helpful for the teachers to identify the strengths and weaknesses of the students and experiment the different activities for strengthening the skills in the classrooms. The student-centric approach that this model uses can help the teachers to build proper structured strategies to enable the students to learn different abilities to adapt themselves in difficult life situations. The Business management teachers can implement different activities in the curricula such as psychological testing, observation of the life experiences, group discussion about different life situations and more.
There are multiple theories and models of communication that can be applied by teachers in the field of Business management and ensure better and effective learning. Some of these theories can be discussed as blow:
Transmission Model of Communication
According to the transmission model of communication, the sender provides an encoded message to the receiver who is able to understand the provided information. The basis of this model lies on the clarity and accuracy maintained for portraying the information. It is possible to gain insight on the essential part of a message that is communicated due to the presence of clarity from this sender. This is a one-way linear communication mode where the message sent by the receiver is only accepted by the receiver (Gordon, 2022). The benefits of encoding and decoding ensure that the message content is tailored to the needs of the receiver of the message and it satisfies their needs.
Figure 4: Transmission Model of Communication
(Source: Höber, 2023)
Social Learning Theory of Communication
The Social Learning theory of Communication states that it is possible for individuals to learn communication skills and methods through observations of others behaviours. The theory was suggested by Albert Bandura and it is one of the most commonly applied theories of communication. It states that individuals imitate and refine their communication skills while they communicate and observe how others in their society behave (Fitzgibbons, 2019). This often results from individuals seeking role models from society. The theory also states that communication requires conscious awareness and active engagement in order to learn behaviour from others.
Figure 5: Social Learning Theory
(Source: Sutton, 2021)
Coordinated Management of Meaning (CMM)
Developed by Vernon Cronen and Barnett Pearce, the coordinated management of Meaning Theory explores the intricate process of communication that takes place between two individuals. It states that people develop an understanding of the communication process because of their own understanding and interpretation of the communication that is generated within the social reality (Ejim, 2023). This theory is effective in allowing people to interpret a situation to be able to respond to it in a proper manner.
The theories that have been defined above are effective in application during the process of teaching. In the field of Business management, it is possible to apply the theory of transmission model when critical guidelines are being conveyed to the students for their understanding. This can be related to practical classes they are required to undergo. Since it is a one-way process, the students are required to have complete concentration on understanding what is being communicated to them during the classes. This prevents interruptions during an important session, providing guidelines of future actions. In order to apply the transmission model of communication, it is necessary that teachers know their students and the purpose of their role in the classroom.
The communication style that is applied in a classroom should not only concentrate on the requirements of the subject, that is Business management in this case, but also on the needs of the students. The social learning theory states that the communication process can be refined with the help of observations of role models. In a classroom, teachers serve as role models. The way a teacher understands the skill requirements of a student and helps them to understand a topic can be observed by others to identify the role of business managers (Höber, 2023). The teachers have a degree in Business management, meaning they have the capabilities of understanding the business environments and ensure better application of skills by observing their teachers as role models.
In accordance with the theory of coordinated management of meaning, students can explore the communication that takes place with their teacher in order to develop a better understanding of Business management based communication processes. This is effective in developing the skills of the students regarding how to analyse the behaviour of individuals (Imran et al., 2019). Thus, this theory is widely applicable in classrooms when students are aiming to develop their understanding on human behaviour, their own reaction and behaviours are effective in improving the understanding regarding behaviour of individuals in certain situations.
Observation Model of assessment
According to the observation model of assessment, the role of the teacher is to observe the performance of the students and analyse their capabilities in order to achieve the tasks. This makes it easier to evaluate the skills that have been gained by the students by observing the skills that they portray (Wang et al., 2020). It is possible to monitor the performance of students through the observation model and analyse the developments that have been made in terms of capabilities. Recording the behaviour of individuals can be further effective in comparing previous behaviour and noting the development made in students' performance.
Formative assessment Model
Formative assessment models are effective in improving the learning and teaching style simultaneously. The teachers develop their teaching style based on the requirements of the students. Teachers can support the growth process of students while they encourage them to assess the development of their own skills and knowledge retention (Williams, 2023). Formative assessment models are known to provide clear defined goals and objectives that are to be achieved by students. It makes it easier for them to apply their skills in order to complete the tasks allocated.
Diagnostic Assessment Model
Prior to a session, diagnostic assessments are pre-evaluations that examine a student's knowledge and abilities in order to spot misconceptions and learning gaps. Usually offered at the start of a course or program, they may consist of examinations and written questions (Mathur, 2021). They offer feedback, assist with curriculum development, and assist instructors and administrators in assessing a student's readiness for learning. Formative and summative assessments, which are continuous tasks during the learning process and midterm or final tests following the completion of a unit, are not the same as diagnostic evaluations.
Performance Task Model
Performance tasks are educational exercises or evaluations where students must exhibit their competency, comprehension, and knowledge. These open-ended exercises, which usually involve more than one right response, might result in observable performances or goods that demonstrate learning. Reading research materials, writing essays in response to prompts, giving speeches, putting together visual displays, blogging, making oral presentations, and debating are a few examples (definedlearning.com, 2023). Understanding the performance expectation, locating actual phenomena, formulating prompts, establishing scoring guidelines, plotting, scoring, and rewriting are all part of designing a performance job. Candidates' values and abilities can be better understood by decision-makers through performance challenges, which can also engage pupils.
The Performance Task Model's emphasis on the practical application of information and skills makes it extremely applicable to the building of curricula. Performance tasks, in contrast to traditional evaluation paradigms, emphasize competency demonstration through real-world, practical actions. This approach guarantees that learning experiences are created to correspond with real-world applications when it is incorporated into curriculum creation, readying students for obstacles outside of the classroom. Teachers can modify curricula to encourage creativity, problem-solving, and critical thinking by adding performance challenges (VanTassel-Baska and Wood, 2023). Because this method promotes active participation, students' learning experiences are given greater significance. The Performance Task Model is a useful tool for curriculum designers to organize lessons that foster a deeper comprehension of topics and foster practical skills in addition to imparting knowledge. In the end, this paradigm improves curricular efficacy and relevance, bringing education closer to the requirements of the actual world.
The methodical process of developing lesson plans and instructional resources to achieve particular learning objectives is known as curriculum development. Ralph W. Tyler established the Tyler Model, which serves as a fundamental framework for curriculum creation. It consists of four fundamental steps: determining the goals of education, choosing and organizing learning activities, and evaluating them. The model places a strong emphasis on setting specific goals at the outset, matching learning experiences to those goals, arranging experiences rationally, and assessing the process as well as the results (Bjurström and Bakken, 2022). Its iterative approach guarantees a flexible and adaptable curriculum. Despite its widespread influence, the Tyler Model has changed throughout time. To produce a more comprehensive and flexible educational experience, modern curriculum development frequently incorporates new elements including cultural relevance, student participation, and technological improvements.
Tyler model
It consists of four crucial steps that emphasize a methodical and logical approach: defining objectives, choosing learning experiences, organizing learning experiences, and evaluating. Teachers set specific goals for their students to accomplish in the first phase. The next step is to select suitable learning opportunities that will help achieve the goal. During the organization phase, these experiences are rationally sequenced while taking the requirements of the students and the content into account. The cycle is concluded with evaluation, which determines if the goals were attained. Tyler's model offers instructors a methodical framework for coherently coordinating curriculum elements, guaranteeing a meaningful learning experience (Wardani et al., 2022). Because of its thoroughness and clarity, it has influenced curriculum design by helping teachers create learning pathways that improve students' comprehension. The Tyler Model's promotion of a methodical and goal-oriented approach has had a substantial impact on curriculum creation. It has a noticeable impact on the way educational programs are designed, guaranteeing precise goals, well-considered lessons, and efficient assessment.
Taba model
The Taba Model is a comprehensive approach to curriculum development that highlights a teacher's active participation and reflection. It was created by Hilda Taba. There are multiple iterative stages in Taba's methodology. Teachers determine students' past knowledge and learning needs in the first step, known as needs diagnosis. The next step is to formulate jointly the objectives to guarantee a common vision. To meet the varied needs of learners, learning experiences are arranged and sequenced during the organization phase. Ongoing assessment is essential since it allows the curriculum input to be adjusted dynamically. By encouraging adaptability and receptivity to student input, Taba's paradigm promotes a learner-centered methodology (Lestari et al., 2023). In contrast to linear approaches, it promotes continuous reflection and change by acknowledging the ever-changing nature of educational activities. By emphasizing the value of teamwork, flexibility, and reflective practice in curriculum development, Taba's method has affected educators and it is in line with modern educational theories that place a premium on student comprehension and involvement.
Spiral communication theory
Jerome Bruner developed the Spiral Curriculum model, a dynamic teaching strategy that emphasizes going over important ideas again at various educational stages to increase comprehension through repeated exposure. According to this approach, learning is an iterative process, in which the concepts are first presented at a basic level before being revisited and eventually becoming more complicated. According to Eilders et al. (2022), the curriculum should spiral, enabling pupils to gradually make connections between concepts and expand on prior knowledge. This method encourages greater comprehension of the material and long-term retention. The Spiral Curriculum questions the notion of linear development, emphasizing the value of going over basic ideas again to promote a deeper comprehension. Educators who employ this paradigm want to offer a curriculum that fosters critical thinking in addition to the acquisition of knowledge.
Reflection is the process of analyzing a situation and determining what went well or poorly. It can enhance self-awareness and provide personal insights. Tests of interventions, like leadership, where outstanding leaders use a leadership mirror to evaluate themselves and own up to their faults, can be conducted through evaluation. In this regard, various theories and models can be identified for reflection and evaluation. These are as follows:
Gibbs Reflective Model
The Gibbs Reflective Cycle is a six-phase paradigm that emphasizes description, feelings, evaluation, analysis, conclusion, and action plan to promote critical thinking on experiences (Main, 2023). This model was developed by Graham Gibbs in 1988 to provide a structure based on learning from experience. It aids in problem-solving, situation interpretation, and analysis of responses to various circumstances. It could, however, discourage introspection and restrict opportunities for growth on both a personal and professional level.
Figure 6: Gibbs Reflective Model
(Source: ed.ac.uk, 2020)
Van Manen's Model
Three levels of reflection are distinguished by Van Manen's model: technical, practical, and critical. It describes three steps: having an experience, thinking back on it, and drawing lessons from it (Main et al., 2021). This model was developed by Van Manen in 1977 for critically distinguish between the three types of reflectivity. Analyzing experiences and acts to grow and change is reflective practice. Lack of time, company culture, inabilities, environment, and motivation are some of the obstacles to introspective observation.
Kolb's Experiential Learning Cycle
Kolb's four-phase experiential learning cycle highlights the influence of experiences, emotions, thoughts, and surroundings on the learning process. Concrete experience, introspective observation, abstract conception, and active experimentation are its constituent parts (Main, 2022). This learning theory was developed by Devid Kolb in 1984. Kolb distinguished four types of learning: accommodating (doing and feeling), assimilating (watching and thinking), diverging (feeling and observing), and convergence (doing and thinking). When students go through every step of the process, learning is effective.
Figure 7: Kolb's Experiential Learning Cycle
(Source: Kurt, 2020)
Atkins and Murphy's model
According to the Atkins and Murphy reflection model, which was created in 1994 by Sue Atkins and Kathy Murphy, thinking back on difficult experiences can help people understand the ways things will turn out in the future. The model's five phases including Awareness, Describe, Analyse, Evaluate, and Identify emphasize the value of critical thinking and self-awareness (Robinson, 2022). Deeper contemplation, flexibility, self-improvement, and organization are all provided by the Atkins and Murphy model of reflection. Nonetheless, difficulties include a lack of drive, work that is time-consuming, difficult, boring, resource-constrained, devoid of rewards, and unacknowledged. It pushes practitioners to reevaluate presumptions and behave better.
All of the above-mentioned theories are beneficial for application of teaching and learning for the students. To make decisions in difficult circumstances, enhance self-awareness, critical thinking, ethical behavior, and professional development, reflective practice in Business management entails self-reflection. Examining one's views about teaching and learning, relating them to classroom activities, and engaging in critical reflection on the profession are all part of reflective teaching (Guo et al., 2020). Journaling, getting feedback, and taking notes in class are a few examples. Reflective teaching supports educators in making thoughtful decisions, adjusting to problems, realizing their own beliefs, assessing classroom management techniques critically, fostering a supportive environment, and successfully addressing the needs of individual students. Concerning the Gibbs reflective model in teaching Business management, teachers can help their students by extracting knowledge from his/her experience.
In addition to this, they also can develop and improve an appropriate lesson plan for their students, while providing them with better teaching techniques and assessment. Based on Van Manen's model, teachers can apply various techniques in their curriculum and teaching-learning process in teaching Business management to their students. They also need to develop an understanding of their students intuitively (Erdoğan, 2020). They might also need to develop unique guidance for some specific students to guide them through Business management. Regarding Kolb's experiential learning cycle, the teachers can develop an appropriate learner's plan concerning Business management to conduct active experimentation. In addition to this, they also can provide abstract concepts and generalizations of the aspects of Business management to their students. Moreover, regarding the Atkins and Murphy model, the teacher can develop beliefs and assumptions about learning and teaching regarding psychological aspects.
The study of Business management explores human emotions and reveals the complex relationship between affect and cognition. Diverse aptitudes are highlighted by theorists who explore learning preferences, such as Gardner's Multiple Intelligences. Instructional tactics are shaped by communication models, like Shannon-Weaver, which clarify the information-sharing process. Models of assessment, such as Social Learning Theory, Cognitivism, and Transmission Model of Communication assist teachers in assessing students' cognitive abilities. Tyler's Curriculum Development methodology provides a well-organized structure for meaningful learning paths. Teaching efficacy is improved by reflective practice that is based on Kolb's experiential learning cycle. Adopting these theories promotes a thorough comprehension of Business management's function in education, guaranteeing a nuanced strategy that takes into account a variety of learning styles, good communication, careful evaluation, and curriculum with a purpose.
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