Pedagogic challenges revisited: reviewing the evidence

The principal aim of this paper is to report the findings of a BEST supported investigation into the pedagogic challenges faced by business and management educators. It takes as its starting point the keynote address at the BEST 2002 conference, Assessing the pedagogic challenges faced by business and management educators in UK higher education. As intended, the views of those in the 'front line' of business and management education on the challenges they currently face were obtained by means of focus group discussions in 6 higher education institutions. The discussions were initiated using a technique known as pyramiding. From the findings three groups of challenges emerged. These relate to the:-• motivation/expectations and diversity of students; • nature of the subject matter, with the need to keep up-to-date, balance theory and practice and ensure an integrated learning experience making extensive demands; and • surroundings or context within which educators have to teach and provide learner support, at a time of increasing resource constraints and pressure to enhance the quality and effectiveness of delivery methods. None of the challenges on their own can be regarded as unique to business and management. Collectively, however, they do foreground some of the parameters for a distinctive business and management pedagogy. The key principles underlying this pedagogy can be summarised as inspiration, justification, inclusion, application, integration and replication. In this way, business and management can legitimately lay claim to being at the forefront of pedagogic innovation.