Table 2.

Responses to “Why discussion-based classes are an important missing element in undergraduate management education”

(1) I can firmly say that I’ve gained the most out of discussion-based classes both in and out of honors during my time at Purdue. One strong thing I feel that is missing from Krannert education are opportunities to really learn how to engage and interact with peers (in terms of communication). Case competitions and the occasional in-class presentation are great; but ultimately they are so few and far in between. In the business world, I’m constantly seeing folks that have trouble communicating their ideas in a professional environment without the use of slang/day-to-day verbiage. Ultimately fresh grads need to understand how to communicate in a calm and professional manner, especially on touchy points, as well as in a way that shows they are doing their best to remain respectful of the viewpoints and people around them. These are all skills of which I think more discussion-based courses can greatly help with.

(2) By forcing students to take large lectures they are unable to engage with the material meaningfully. These discussion-based classes reinforce students’ ability to express their opinions and teaches them how to appropriately respond in a discussion. Even thinking ahead when students enter their career, they will be engaging in meetings not in lectures. Learning how to effectively communicate is vital for post college success.

(3) Some people argue that a vast majority of high school students are not well prepared for colleges. I disagree. Colleges fail to deliver a pellucid connection between university culture and the social/ pop culture references that youngsters recourse. Same thing is happening around the world. However, pervasive as the concept is, it can be changed, for discussion-based classes provides relevance of particular topics in a real-world setting. After all, communication is part of human nature, meaning conversation flows both ways, as well as information.

(4) The magnitude and rate of retention for course content is greater within a class that demands active participation and avid preparation. Years after taking this course (OBHR 33000H), I can recall discussions which help me remember greater course themes (Scientific Management, Human Relations Theory, etc.) and their details at a much greater rate than I can recall details of non-discussion-based courses (i.e. all other management classes). Also, participating in discussion allows for personal growth as well as greater focus on the current goals - something that a class where you listen or maybe take notes for the duration of the period does not have. Also, I believe I stated during your class that discussion-based learning would not work for STEM classes like what I went through at the time. My belief has since shifted, and I can see a possibility of this being feasible - in fact it is something that I would actually like to see and believe could do all that is attempted to happen now (“weed out” (I think this term is overused/don’t like but the point is the same), prepare students for advanced degree/research, prepare for professional career).

(5) I believe discussion-based classes teach students communication skills not required in the “traditional” classes. I learned much more than subject material, such as how to properly demonstrate an argument, listen to other opinions, truly come prepared for class, and investigate material outside of the required readings. Overall, the small size of this class allowed me to learn the material with other students, not just skim lecture notes or information from a handout. I was able to discuss ideas and learn from everyone, rather than listen to only one person give information on a topic.

(6) Discussion based classes are an extremely important missing piece in undergraduate management courses for a couple reasons. As a freshman in college, only two of my courses were discussion based, one in the School of Management, and one in the Honors College. My discussion-based management course allowed me to build a relationship with my fellow students and professor that I could not get in a traditional lecture course setting. Daily communication with my peers and guided discussion made learning much more natural and in depth than in my non-discussion-based courses. Another reason why I feel discussion based classes are an extremely important missing piece in undergraduate management courses is that especially as a first year student, having to speak early and often in class gave me the confidence I needed to communicate with my peers and professors outside of the classroom, and it taught me how to process information and formulate my thoughts into discussion points.

(7) Discussion-based classes allow students to learn to communicate with people of different backgrounds. This is a necessary skill that not only is a great tool in the professional world, but also is a great life skill. Some students tend to struggle in this area and this environment allows them to get pushed out of their comfort zone. This kind of environment also keeps the students more engaged in class and their course material. When it comes to large lecture halls, students don’t always tend to pay attention because the professor is speaking to hundreds and participation is not always necessary. When a discussion between students is required in order to keep the class going, students must not only be engaged in the topics being discussed, but also well-prepared on the material that the discussion material is based.

(8) Discussion-based classes are an important missing element in undergraduate management education because real-life management first happens within small groups of people, and then translates into larger groups. Whether in large or small companies or institutions, managers have meetings with small teams in conference rooms where several discussions take place as two-way communication. Since different perspectives and opinions are exchanged, it is essential to be prepared to respect others’ points of view, and to be knowledgeable in formulating cohesive arguments to reach a common agreement, which can only be acquired by practicing in discussion-based environments.

(9) Discussion-based learning plays a major role in providing for the training needs of today’s aspiring management professionals. By changing classes to a format that promotes group discussion and peer learning, management students get the chance to develop important interpersonal and argumentative skills that are just as, if not, more important than the technical skills. Through my personal experience in this type of collaborative learning environment, I understood the value in practicing sophisticated argumentative discourse. By promoting discussion in smaller settings and effectively opening a two-way communication channel, students get more involved in the learning process and a uniquely engaging learning experience, but it also helped strengthen my grasp of the concepts that we were discussing leading to an improved ability to apply concepts to the real world.

(10) Due to the nature of Management, discussing at a meeting or conference-listening to other people’s opinions and speaking my opinions, persuading others with my logic and agreeing with others-takes a lot of part at work. In this regard, in discussion-based classes, I could listen to different management students’ thoughts/opinions and share my opinions on a specific topic, and I could develop the skills and ability to discuss and debate appropriately. If discussion-based classes weren’t in my undergraduate program, I would’ve missed the opportunity to develop those skills. After graduating from (undergraduate) college, this discussion skill/ability is even more important both in a graduate school and further in management practice.

(11) Discussion-based classes are vital to a well-rounded education in undergraduate management because they enable students to learn from a variety of viewpoints, including ones they may be uncomfortable with or may have never considered. In addition, they allow for a dynamic, team-style environment that is much more similar to the workplace than traditional lectures.

(12) I think discussion-based classes allow for students to engage in a deeper level of learning by encouraging the students to interact with the information presented. In a large lecture students are not encouraged to absorb the information other than for exams, quizzes, and other forms of assessment – to me, this seems to contribute to cramming and then forgetting the material after the assignment. Additionally, in a course that discusses topics that can have different interpretations and opinions surrounding the content, discussion permits participants to learn of the opinions of their classmates further opening their mind to other beliefs. In a business setting this can be crucial to appealing to others’ interests and motivations. Furthermore, it builds self-awareness for students, revealing that one’s own beliefs are not the only way to view a topic. Personally, I absorb information more thoroughly when I have to argue it, question it, and discuss it – discussion- based courses tap into this additional way of absorbing information, supplementing other forms such as literature, lectures, and presentations.

(13) Current undergrad courses mostly employ teacher-centered, lecture-based classes. While they’re great for professors, before-class preparation and mid-class delivery is easier, it leaves students most often only memorizing content. From my experience, discussion-based classes offered more engagement with the content and applied real-world, yet personal context. Two years later, you can’t ask me specific terms I learned in Managing Human Capital, but I can explain the difficulties within international negotiations through the eyes of an Azerbaijani carpet merchant. And I can only remember that example because of discussions I’ve had where I learned other students’ backstories and connected those stories to examples. If it weren’t for that discussion-based course, I most likely wouldn’t have met half the people I’m connected to now and wouldn’t have retained as much information about global dexterity, if I were in a large lecture. I can’t assume, but I can speculate that my students in Timor-Leste preferred a discussion-based class compared to a traditional teacher-lecture class. Before they would mostly repeat whatever the teacher asked them to repeat. After, students were using their personal lives as context for making sentences and talking to classmates. After all, how could they learn to speak a language if they didn’t speak in class?

(14) As much as business is driven by data, it is also driven by the ability to effectively communicate your ideas. Discussion based classes allowed me as a student to practice the crucial skills of active listening and asking questions. They mirror business meetings in the way that every person is expected and required to be actively involved.

(15) Specifically, discussion-based classes are important in undergraduate management education because it gives students practice in reconciling differing viewpoints and navigating others’ backgrounds in a more intimate way, better preparing them to be leaders in their careers.”

(16) Discussion-based classes are such an essential missing element from university management education. When students discuss the content of the class and are dissecting it, they begin to understand the material deeply because the discussion fosters finding the answer to the question “Why?”. It also promotes healthy debate and understanding different perspectives while exposing students to the idea that one can agree to disagree, therefore creating adults that can work together and respect one another’s opinion.

(17) When you have a smaller class and focus on discussion, students are more likely to pay attention and participate driving up the likelihood that they could score better in the class and become well-round adults going forward. Management in particular is more grey than other fields because management will always be subjective while the others are strictly scientific and mathematic. When you have such a subjective and grey topic, the opinion of one will never spur change or new ideas whereas discussion allows all different thoughts from all different peoples from all different backgrounds to find a new approach, strategy, practice, etc.

(18) I think classes that are discussion-based allow us to learn more by diving deeper into the material. By being able to talk to others and see from different perspectives.

(19) Discussion-based classes are often neglected in large universities when there are typically larger classes sizes to meet the demand. In an undergraduate management education I think it is important to learn the value of participation and suggesting your own ideas. When looking at the industry, there are very few management roles where you do not provide your own insights or opinions, often you are responsible for some form of decision making. Without the experience of voluntarily participating in discussion, students may not be prepared for contributing in their future role where it is a necessity and they need to know how to receive opinions that disagree with theirs in a constructive way.

(20) Most students go their entire academic careers without ever having the opportunity to voice their own opinions, let alone defend their opinions. In discussion-based classes, students receive the rare chance to develop both their verbal adaptability and the quality of the ideas that they will operate off of in their field of choice. This fills the ‘critical thinking’ gap that exists in most lecture-based curriculum as students are forced to defend their own ideas with logic and evidence from questions from their peers.

(21) Discussion-based classes are an important, missing part of higher education because they allow the students to more fully immerse themselves in their learning. Discussion based classes allow students to be more attentive. Rather than just listening to a professor lecture at students for an hour, students can interact with one another. This not only allows students to become more involved in the class, but learn the material in a more effective manner.

(22) Discussion-based classes are highly valuable as they help students develop presentation skills that will prepare them for a professional setting where it is critical to present your ideas clearly, succinctly and persuasively. These skills are not developed in a large lecture setting where students rarely engage directly with professors and other students in consistent dialogue. Discussion-based classes also motivate students to prepare more rigorously for each class given the expectation that they will be asked by the professor to actively share their ideas and engage their classmates in healthy discourse. In a lecture setting students are more apt to fall behind on reading assignments before class given there is no immediate ability for a professor or peers to discern whether a student is unprepared. As discussions evolve between students and a professor in discussion-based courses, students are pushed to think on their feet more quickly and respond intelligently as new questions are posed or perspectives are shared that had not been previously considered. The ability to troubleshoot and respond to on the fly inquiries is an important skill new graduates need to hone to succeed in the workplace and gain the confidence of their more experienced co-workers.