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A reflection about the OBS learning model for masters' dissertation

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The importance of role-playing in the quality of the project

OBS is a business school oriented to create optimal conditions for knowledge creation, sharing and applying to real business and organizations problems.

The school is very focused on applied knowledge. Since the beginning in 2006 it has embraced active learning methodologies in its master programs and Role Playing has become a key factor of the success of Master´s dissertation. This paper focuses on the development of the methodology for Master´s dissertation.

The so-called theory of Active Learning (Active Theory) (Bonwell and Eison, 1991) is considered a constructivist pedagogical model and multidisciplinary study of the processes occur between the human mind, activity and learning. There are many forms of active learning: experiential learning, adventure learning, free choice learning, learning by doing. We can consider that all of them share the main idea: “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). In the paper we will adopt the lenses of the Active Learning theory in order to fulfill the following goals:

 

  • Sharing with the learning community how active learning methodologies and Role Playing specifically are applied into the OBS Master´s dissertation.
  • Sharing best practices dealing with team management, final project mentoring and presentations in online spaces.
  • Explain the experience and changes introduced to the Master´s dissertation that have improved the quality of the output

More specifically, in this article we describe how master final projects are currently organized and identify the changes that have been made in the last five years in order to improve the quality of the projects. In that sense, the already identified changes are the following ones:

  1. Lengthen the time devoted to final project
  2. Assign a tutor to each project
  3. Carry out an introductory workshop to prepare students for the master final project
  4. Balanced team members
  5. Setup of a devoted space
  6. Role Playing activity

All the changes above will be detailed in the paper, focusing on how each of them has been determinant to the improvement of overall process of the Master´s dissertations at OBS.

 

Roura, D., Roman, S., Bou, G. and Güell, C. (2016). A reflection about the OBS learning model for masters' dissertation. The importance of role-playing in the quality of the project. Proceedings of the 9th International conference of education, research and innovation, 14-16 November, 2016, Seville, Spain.

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