Faculty, PhD students win award for management paper

Posted on Wednesday, June 1st, 2016

PhD Management candidates, Josh Leblanc and Ruben Burga, and Department of Management Chair and Associate Professor, Davar Rezania have won the MED Barry Armandi Award for Best Student Paper in Management Education and Development for the paper submitted to the Academy of Management by a student or group of students that offer the most significant contribution to advance management education and development. The paper titled "An analysis of the effects of teaching approach on engagement, satisfaction and future time perspective among students in a course on CSR" examines how to effectively teach concepts of sustainability and corporate social responsibility within post-secondary education. Themes of corporate social responsibility are prevalent throughout much of the College's academic programming, including MGMT*3020 - Corporate Social Responsibility, which is a requisite course for all Bachelor of Commerce students at the University of Guelph.

Josh Leblanc, PhD Candidate, Dept. of Management
Ruben Burga, PhD Candidate, Dept. of Management
Davar Rezania, Chair & Associate Professor, Dept. of Management


Abstract: "An analysis of the effects of teaching approach on engagement, satisfaction and future time perspective among students in a course on CSR"

Sensationalist media attention to corporate corruption and scandal has led to increased attention on the educational system preparing tomorrow’s managers and senior executives for the workplace. Despite growing interest in corporate social responsibility (CSR) at both student and institutional levels, there exists a dearth of empirical research into how to best incorporate CSR into university education. This study explores the effects of student future time perspective orientation (SFTPO) on levels of student engagement and satisfaction throughout a 12 -week course on CSR. Through the manipulation of pedagogical focus (content versus application) in a traditional face-to-face learning environment, we illustrate the dynamic nature of student SFTPO within a contextually specific domain. Multiple regression analyses testing for both individual level effects (age, gender, reason for taking the course, etc.) and learning environment effects (pedagogical focus) find lengthier SFTPO to predict greater levels of student engagement. While lengthier SFTPO predicts greater amounts of study time and deep learning strategies, it does not predict student satisfaction. Tests for indirect effects reveal that the influence of pedagogical focus on the relationships between SFTO, student engagement and satisfaction, depend on length of exposure to CSR. Study limitations and future research directions are discussed.

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