Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes

Abstract

This study aims to shed more light on our understanding of the learning consequences of an emerging pedagogical approach to teaching: the flipped classroom. This approach proposes a change of paradigm in which students are expected to assimilate concepts prior to attending classes with the objective of dedicating class time to the completion of activities that put those concepts into practice. Building on a sample of 219 undergraduate University students from Pablo de Olavide University enrolled on a course in Strategic Management, we compare students taught using a traditional teaching format (control group) with students taught using a flipped classroom format (experimental group). Our results show that the implementation of the flipped learning method has a significant impact on three important learning outcomes: (1) it increases the student's intrinsic motivation for the topic under study; (2) it results in higher exam grades; and (3) it reduces absenteeism.

KEYWORDS:

• Flipped learning
• strategic management undergraduate course
• Motivated Strategies for Learning Questionnaire (MSLQ)
• absenteeism
• grades

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Spanish Ministry of Science, Innovation and Universities [Grant Number RTI 2018-101038-B-100] and the Department of Knowledge, Research and University, Regional Government of Andalusia [Grant Number PAIDI 2019 SEJ602] the Innovation Teaching Project helps (2017–2018) by the Pablo de Olavide University named, Strategic Flipped Classroom: Una Experiencia Piloto.