Author(s)

DeWen Liu

Affiliation(s)

School of Management, Nanjing University of Posts and Telecommunications, Nanjing 210037, Jiangsu, China.

Corresponding Author

DeWen Liu

ABSTRACT

The Principles of Management course is a foundational professional course designed for first-year undergraduate students in economics and management programs. However, several challenges persist in its teaching process: students often lack management experience and face difficulties in internalizing theoretical knowledge; it is challenging to sustain students' strong curiosity and motivation for learning throughout the course; the course materials emphasize theory over practice, diminishing the practical nature of management; and the assessment methods are overly focused on grades, embodying a “performance-only” evaluation system. To address these issues, the dual-guidance teaching model, informed by the self-determination theory and aimed at cultivating application-oriented talent, offers an effective reform strategy. This model addresses the aforementioned challenges by integrating teacher guidance with student autonomy, emphasizing practical engagement alongside theoretical learning. By implementing these reforms, the course not only resolves key pain points but also fosters innovative outcomes and equips students with skills for real-world application.

KEYWORDS

Principles of Management; Dual-guidance model; Undergraduate universities; Teaching innovations

CITE THIS PAPER

DeWen Liu. Exploring teaching innovations of the “dual-guidance model” in the Principles of Management course for undergraduate universities. Trends in Social Sciences and Humanities Research. 2024, 2(11): 52-55. DOI: https://doi.org/10.61784/tsshr3115.

REFERENCES

[1] Prensky M. The World Needs a New Curriculum: It's time to lose the " proxies", and go beyond "21st century skills" — and get all students in the world to the real core of education. Educational Technology, 2014: 3-15.

[2] Sterbini A, Temperini M. SOCIALX: reputation based support to social collaborative learning through exercise sharing and project teamwork. International Journal of Information Systems and Social Change, 2011, 2(1): 64-79.

[3] Aithal P S, Mishra N. Integrated Framework for Experiential Learning: Approaches & Impacts. International Journal of Case Studies in Business, IT and Education, 2024, 8(1): 145-173.

[4] Deci E L, Olafsen A H, Ryan R M. Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 2017, 4(1): 19-43.

[5] Bada S O, Olusegun S. Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 2015, 5(6): 66-70.

[6] Karsten I, Steenekamp K, Van der Merwe M. Empowering accounting students to enhance the self-determination skills demanded by the fourth industrial revolution. South African Journal of Higher Education, 2020, 34(2): 36-58.