The Effects of Non-Traditional Pedagogies on Student Motivated Behavior

Business Education & Administration, Vol. 2, No. 1, pp. 121-134, 2010

14 Pages Posted: 29 Jun 2011

See all articles by Erika Engel Small

Erika Engel Small

Coastal Carolina University

Thomas Ulrich

affiliation not provided to SSRN

Date Written: 2010

Abstract

This research assesses student perceptions of newer pedagogies within the business curriculum. The purpose of this study is to advise business faculty regarding potential student behavioral responses to these newer pedagogies. Because different students will experience these instructional changes differently, it is important that the business faculty understand the potential behavioral responses on the part of the students. This is particularly important so that the business instructor can take steps to anticipate and mitigate adverse responses on the part of some students which would otherwise limit the effectiveness of the newer pedagogies in achieving their stated goals. Thus, this research endeavors to facilitate the introduction of non-traditional pedagogies and increase their effectiveness by providing business faculty with a better understanding of the behavioral implications of less traditional instructional approaches.

Keywords: need strength and perceptions of instructional method, student manifest needs, implications for instruction

JEL Classification: M19

Suggested Citation

Small, Erika Engel and Ulrich, Thomas, The Effects of Non-Traditional Pedagogies on Student Motivated Behavior (2010). Business Education & Administration, Vol. 2, No. 1, pp. 121-134, 2010, Available at SSRN: https://ssrn.com/abstract=1871209

Erika Engel Small (Contact Author)

Coastal Carolina University ( email )

P.O. Box 261954
Conway, SC 29528-6054
United States

Thomas Ulrich

affiliation not provided to SSRN ( email )

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