using the dialogical approach to deliver, engage, and evaluate student learning

Using the Dialogical Approach toDeliver, Engage and Evaluate Student

Learning of Values-Based ConceptsBecky Havens and Julia Underwood

@ACBSPAccredited #ACBSP2016

Agenda

• The Dialogical Approach• Infusing Values into Classroom Content• Mini-Dialogical Experience• Applicability to Teaching Pedagogy• Conclusion


The Dialogical Approach

Background What is the Dialogical Approach?


Background

• Co-authors created, developed & facilitated five CBFA Dialogical Conferences in the last four years, 2012-2016

References:• Underwood & Havens (2016). Pathways to Integration: The

Dialogical Approach, Christian Business Academy Review (CBAR).

http://cbfa.org/html/christian_business_academy_review.html • Underwood & Abigail (2015). The Vocation of Management.


http://cbfa.org/html/christian_business_academy_review.html



What is the Dialogical Approach?

• Upside-down: active, organic & synergistic• Pre-work: prepare by reading & reflecting on key questions • Participation: sequence of guided activities & a focused

dialogue resulting in new knowledge construction • “Hot” learning environment: fast-paced & free-flowing• Cosmopolitan communicators: embrace & incorporate

difference (Pearce; Lulofs)


Infusing Values into Classroom Content

Why Infuse Values?B-school GraduatesFaith-Based Higher EducationProgram Assessment: Values & EthicsThe Business DisciplinesInfusing Values into Content @ACBSPAccredited

#ACBSP2016

Why Infuse Values?

• Performance outcomes depend upon values & attitudes

• Ethics crisis in American business• Classic case: Enron

• Falsifying accounting records, hiding debt & losses

• Stock price: $75 (2.20.2001) 26 cents (12.2.2001)

• Chairman Lay sells 93,000 shares of stock, making $2 million while urging employees to buy Enron stock (8.20.2001)

• Bankruptcy & prison • http://content.time.com/time/interactive/0,318

13,2013797,00.html

• Book & movie: The Smartest Guys in the Room@ACBSPAccredited #ACBSP2016

http://content.time.com/time/interactive/0,31813,2013797,00.html

http://content.time.com/time/interactive/0,31813,2013797,00.html

Why Infuse Values?

• Example: WorldCom• One of the biggest accounting scandals in US

history (news release June 2002)• Improper accounting of $3.8 billion over 5 quarters• Accounting irregularities (fraud) in expenses &

capital expenditures inflated cash flow; did not conform to GAAP

• http://www.cbsnews.com/news/world-class-scandal-at-worldcom/

• Book: Extraordinary Circumstances• Cynthia Cooper: opening lunch speaker, ACBSP

2007


http://www.cbsnews.com/news/world-class-scandal-at-worldcom/



Why Infuse Values?

• Example: Turing Pharmaceuticals• Martin Shkreli, CEO

• Raised price of Daraprim from $13.50 to $750/pill in September 2015 (5000%)

• Daraprim is a life-saving drug to treat AIDS• Shkreli ethics:

• Duty to deliver profit for shareholders• Follows capitalist rules

• Accused of fraud (Dec 2015)• Running company like a Ponzi schemeSources: http://www.dailymail.co.uk/news/article-

3347441/Martin-Shkreli-said-raised-price-Daraprim-more.html & http://www.bloomberg.com/features/2015-martin-shkreli-securities-fraud/ @ACBSPAccredited

#ACBSP2016

http://www.dailymail.co.uk/news/article-3347441/Martin-Shkreli-said-raised-price-Daraprim-more.html








http://www.bloomberg.com/features/2015-martin-shkreli-securities-fraud/



B-School Graduates

• Bloomberg reports: Business schools aren’t producing ethical graduates (Aug 6, 2014)• What & how they’re taught has little impact on decisions when struggling

to “make numbers,” facing hierarchical culture, or placed in foreign situations

• Need for experiences for students to act on values in specific situations• http://

www.bloomberg.com/news/articles/2014-08-06/business-schools-dont-teach-ethics-effectively

• Need for integration (fusing) of values, instruction & experiences• “If I were going to act on my values, what would I say or do?”


http://www.bloomberg.com/news/articles/2014-08-06/business-schools-dont-teach-ethics-effectively




B-School Graduates

• HBR: Warren Bennis & James O’Toole, How business schools lost their way (May 2005)• Graduates are not prepared for relevance, leadership, ethics, or jobs• Criticism: Ivy league B-schools use a scientific approach rather than

relevance & practical applications• Research needs to understand complex human & social factors &

actual problems facing managers• Professors need to be teachers & practitioners, as well as scholars• https://hbr.org/2005/05/how-business-schools-lost-their-way


https://hbr.org/2005/05/how-business-schools-lost-their-way

https://hbr.org/2005/05/how-business-schools-lost-their-way

Faith-Based Higher Education

• Requirement to confront values & integrate them into content• Integration of values into disciplinary content• Meshing together: impossible to separate our personal

identity (values, ethics) & our behavior (business practices)• Distinctive: instruction infused with values

• Is there a distinctive way to do good using business?• Reference: Why Business Matters to God, by Jeff Van Duzer• https://www.youtube.com/watch?v=h3m0q2d8Dq4

• PLNU FSB: “More than the bottom line”


https://www.youtube.com/watch?v=h3m0q2d8Dq4

https://www.youtube.com/watch?v=h3m0q2d8Dq4

Program Assessment: Values & Ethics

• Program learning outcomes (PLOs)• PLNU Fermanian School of Business core PLO: Formulate decisions informed by ethical attitudes and values

• How do we know infusing values makes a difference?• How are decisions different?


The Business Disciplines

Accounting Economics Finance Management

Marketing

AccuracyAssetsLiabilitiesIncome statementBalance sheetGAAP

ScarcityMarket exchangeCompetitionEfficiencyDistribution

Money managementTime value of moneyInvestmentsRisk & returnBusiness valuationCapital budgeting

PlanningLeadingOrganizingControlling

Buying behaviorValue proposition4 P’s: product, price, promotion & placeCustomer relationship management

Possible content areas in the disciplines


Infusing ValuesInto Content

Dialogical Approach @ACBSPAccredited #ACBSP2016

Justice, mercy & humility

Accounting

Economics

FinanceManageme

nt

Marketing

Mini-Dialogical Experience Dinomite!


Applicability to Teaching Pedagogy

Improving Student EngagementEvaluating Student LearningDevelopment & Impact


Improving Student Engagement

• “Learning Paradigm”: student-centered (Tagg)• Hot environment: engagement, feedback & learning are all

fast, active & high-impact• Andragogical model: adult learners bring knowledge &

experience into the learning environment & teacher is facilitator (Holmes & Abington-Cooper)• New knowledge is constructed in community


Evaluating Student Learning

• Classroom assessment• Case studies• Signature assignments• Discussion boards• Faith reflections• Journaling

• Program assessment*• Signature assignments• Final projects• Simulations• Internship

*graded by jury (not instructor)

• Core Program Learning Outcome (PLO):Formulate decisions informed by ethical attitudes and values


Evaluating Student Learning: EvidenceECO 410, International Economics, Case 1

“Two of the devotionals that really spoke to me included Romans 12:9-10,13 and the quote from Henri Nouwen. The two quotes really spoke to the importance of hospitality. The anti- immigration conversations often stem from fear and the ‘perceived perils’ of letting people into one’s home country.I think we can apply Romans 12:9-10, 13 and Henri Nouwen’s quote to our country’s stance on immigration. We should hate what is evil, hold fast to what is good, extend hospitality and at the same time have a heart that opens up an empty space of hospitality to receive the thoughts, feelings and experiences of others. The quote from Henri Nouwen echoes the importance of hospitality that we as Christians should strive to create in every opportunity. I believe that God is the ultimate example of openness and that God does embody healing, peace and redemption.One of the biggest takeaways I have from this class is that fear is a powerful motivator. Fear causes people to not look at the whole picture. God gave us a brain and a heart like his so I think it’s important that we use them to provide hospitality as well as look at the whole issue and to not allow fear to be the sole motivator.”

Student faith reflection: openness, international trade & immigration


“Romans 12:9-10,13: ‘Let love be genuine; hate what is evil, hold fast to what is good; love one another with mutual affection; outdo one another in showing honor. Contribute to the needs of the saints; extend hospitality to strangers.’

I see Romans twelve as a guideline of how we should act in our relationships, business, and in the broad spectrum of the global economy. My focus is immediately drawn to the part that says ‘extend hospitality to strangers; love one another with mutual affection.’

Our country has a lot of issues; none of them can be solved with closed mindedness. I know that the balance of international economics is highly complex, and no one person has all the answers. But for Christians, reflecting on the nature of God can provide us with direction towards ethical choices.”


Evaluating Student Learning: Evidence ECO 410, Case 2 continued

“Another issue that our world faces today is that of income distribution.I want to talk about the people who survive off of less than two dollars a day, and what our responsibility as Christians is. A great quote that I think really digs into the issue is from the book A Hole In Our Gospel by World Vision CEO Richard Stearns:‘For I was hungry, while you had all you needed. I was thirsty, but you drank bottled water. I was a stranger, and you wanted me deported. I needed clothes, but you needed more clothes. I was sick, and you pointed out the behaviors that led to my sickness. I was in prison, and you said I was getting what I deserved.’The economy is more than just facts and figures; it is a living representation of what we are willing to do for our neighbor. Those unemployment figures and the number of people living on the street is a direct result of our willingness to follow Christ, and to represent the love He has for us.”



“I firmly believe that God is a God of creativity and diversity. He welcomes that which is different and He welcomes the stranger. These characteristics I believe are at the heart of His character and therefore I believe that it is crucial for us to live in a society where trade, income distribution, economic growth and other factors are necessary for the well being of our planet. Although we are divided into nations, we are collectively a part of one globe and one race.Economics is about distribution of resources and who are we to withhold those resources from others in need? Every decision a nation or group of people makes will influence and impact the global economy.God also calls us to be loving and hospitable and take in those who are in need, to bring freedom and help those who are broken. This is a view of loving your neighbor and the sojourner. I believe God is ultimately a God of openness, because through Jesus Christ He showed the greatest investment and cross-cultural experience by sending His own Son to die and save us. I believe we are called to do the same.”



“To bring in His word and the economic world was something I never imagined, but throughout this course I saw the connection and possibilities. Saw the opportunities … that the separation [business and faith] is not necessary and in fact can add to the overall outcome of a business or an economy. ‘Our Christian values can be integrated into business decisions for the good of people and society, without sacrificing the bottom line.’

The idea of God’s openness His heart and His willingness for us is what reminds me of free trade. As Christians we are called to love, we are called to love one another and to be hospitable. With free trade just as God has allowed His openness and freedom for His people, is showing the importance of openness and freedom with free trade. Free trade allows for those in all walks of life to have opportunity, just as God has given us all an opportunity. Free trade is an example of this as it allows for innovation, greater efficiency with resources and a better output within this world.”



“I believe God is that ultimate example of openness. His ways do include healing, peace, and redemption. I think corporate responsibility is the best way that … God's identity and commands [can] be applied to international economics. When businesses act responsibility and think [about] how their actions will affect the environment and other people, God's commands and identity can be better be represented. Additionally, I believe it is important for countries to genuinely try to help each other out. First world countries should not set-up trade situations with third world countries just to benefit themselves. They should orchestrate a way so that the trading situation can benefit each side equally. Ultimately, I believe that in economics and business, although it is okay to try to benefit yourself and your financial income, you should always be thinking of how to benefit others and society as well.”



“Throughout this course, I have consistently been reminded of how much of a privilege it is to be an American. As we talked about on one of the first days of class, being born in America is a privilege that many do not have… [they] are actually unearned and undeserved gifts with which God has provided me. The question I am left with is: why me? This mindset has also pushed me to think about the ways that America functions economically, both independently and interdependently.

I believe that the idea of free trade and greater interaction with other countries is one that not only grows and benefits the United States, but one that also serves the other countries of this world and the citizen that live in them; this is what it means to be aware of our American privilege and use that privilege to help others. This course has taught me that we should not squander these gifts but use them for His glory - even in our mindsets regarding economics.”


Development& Impact

Facultydevelopment

Vocation

Creating new

knowledgeTeachingpedagogy

Infuse values into discipline content .

Dialogical Approach @ACBSPAccredited #ACBSP2016

ConclusionFormulate decisions informed by ethical attitudes and values


References

• Holmes, G. & Abington-Cooper, M. (2002). Pedagogy vs. Androgogy: A false dichotomy? The Journal of Technology Studies.

• Lulofs, R.S. (1994). Cosmopolitan communication and the evangelical impulse: Transcending a paradox.

• Pearce, W.B. (1989). Communication and the Human Condition. Southern Illinois Press.

• Tagg, J. (2003). The Learning Paradigm College. Jossey-Bass.• Underwood, J. & Havens, R. (2016). Pathways to Integration: The

Dialogical Approach, Christian Business Academy Review.http://cbfa.org/html/christian_business_academy_review.html

• Underwood, J. & Abigail, R.A. (2015). The Vocation of Management.

