Saskia Baer
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Baer
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Saskia
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  • Publication
    Responsible leadership in management education: A design-based re-search study.
    ( 2017-01)
    Raatz, Saskia
    ;
    Euler, Dieter
    In recent years, the quality of management education in general, and particularly of MBA and Executive MBA programs, has been called into question. There are serious doubts about universities’ ability to give students the competencies they need to deal with complex problems in modern society. One part of the discussion focuses on ethical issues and the process through which students develop values and attitudes. In line with the economic crisis, there has been increasing interest in the development of learners’ attitudes to responsibility. We report the results of a study that starts with an ambitious and yet ill-structured learning goal in a demanding educational practice area: How can pedagogical interventions in management education be designed to promote learners' attitudes to responsible leadership? As a starting point, there are neither consensual definitions of responsible leadership nor substantial theories available to design promising interventions. De-sign-based research (DBR) provides a structured process to deal with research problems, starting with innovative but imprecisely defined objectives and unknown ways to reach them. We introduce the DBR design and describe the research process and results from a project conducted at St.Gallen University’s Executive MBA program. In close collaboration with practitioners, interventions evolved through multiple cycles of development, testing and refinement with the pursuit of theory-building and practical innovation.
    Type: journal article
    Journal: Educational design research : EDeR
    Volume: 1
    Issue: 1
    DOI: 10.15460/eder.1.1.1028
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/102773
  • Publication
    Type: journal article
    Journal: Zeitschrift für Berufs- und Wirtschaftspädagogik
    Volume: 112
    Issue: 4
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/105057
  • Publication
    How can we develop the "right attitudes" in future managers?
    ( 2014-06-30)
    Brahm, Taiga
    ;
    Raatz, Saskia
    ;
    Euler, Dieter
    The financial and the economic crises have catalysed public discussions about the scopes and responsibilities of business schools (e.g. Cirka & Corrigall, 2010; Currie, Knights, & Starkey, 2010; Ford, Harding, & Learmonth, 2010; Vince, 2010). While management researchers and economists have recognized and researched such crises relatively early, business schools have by and large failed to integrate such insights into their teaching programmes in a timely manner. As a consequence, we currently see urgent demands for business schools to change on different dimensions in order to be prepared for on-going and upcoming challenges such as globalization, climate change, demographic shifts, and inequality (Friga, Bettis, & Sullivan, 2003; Wiek, Withycombe, & Redman, 2011). In this context, there is an increasing interest and discussion regarding the development of learners' attitudes towards responsibility and sustainability. In the last years, influential initiatives have emerged, for example the ‘Global responsible leadership initiative (GRLI)' with its vision of developing a next generation of responsible leaders. But how can this far reaching ambition be achieved?
    Type: conference paper
    URL: https://www.rmle.org/wp-content/uploads/2014/12/2014-RMLE-Unconference-Proceedings.pdf
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/86698
  • Publication
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/86974
  • Publication
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/87113
  • Publication
    Fostering team competences in schools by guided reflexivity
    (EARLI European Association for Research on Learning and Instruction, 2013-08-27)
    Bauer-Klebl, Annette
    ;
    Raatz, Saskia
    Cooperative learning is a popular method for classroom teaching since it makes it possible to consider individual differences as well as to achieve various educational goals (academic as well as social). Additionally, it corresponds with the socio-constructivist notion of learning (Antil et al., 1998). Many different factors influencing the effectiveness of cooperative learning have been identified (Abrami & Chambers, 1996). In recent team research there is a strong empirical evidence for the positive effect of reflexivity on group effectiveness and performance, mainly in organizational settings (e.g. West, 2000; West et al., 1997, Carter and West, 1998; De Dreu, 2002, 2007; Hoegl and Parboteeah, 2006). This study examines the effect of guided reflection on team processes, team performance and additionally on team competences in the context of team work in schools, based on West's (1996, 2000) concept of reflexivity. So far a reflexivity intervention has been developed, which is now tested within teamwork in regular subject-specific classes regarding its effectiveness. The study comprises a longitudinal analysis in the field by running two conditions, a control condition and a group reflexivity condition. The relationship between team reflexivity and team competencies and task-related effectiveness is evaluated by relevant constructs like for example team competencies, the reflexive behavior regarding task-related as well as social team processes or various control variables at different measuring times.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/88816
  • Publication
    Fostering the development of attitudes : A design-based research study in management education
    (European Association for Research on Learning and Instruction (EARLI), 2013-08-26)
    Raatz, Saskia
    In recent years the effectiveness and quality of management education in general, MBA and Executive MBA programs in particular, has been questioned substantially. There are serious doubts about Business Schools' ability to prepare students with the competencies and skills they would need to deal with complex problems in modern organizations. A systematic and scholarly discussion of management education has emerged (Chia, 2005; Grey, 1996; Khurana, 2007; Mintzberg, 2004; Pfeffer, 2002). One part of the debate about problems of management education has emphasized on ethical issues and the process by which students can be enhanced to develop the ‘right' values and attitudes (Bennis, 2005; Gentile, 2010; Grey, 1996; Mitroff, 2004). In an educational perspective little is known about the enhancement of attitudes. The present study brings together theories and research on attitude development from both social psychology and education to develop design principles on how attitude development can be fostered in the context of management education. The study is an educational design-based research project which aims to develop theoretical insights and practical solutions regarding the development of attitudes in a real world context. In close collaboration with the Executive MBA program of the University St.Gallen theoretically oriented learning designs have been developed, integrated into different modules of the program and evolved through multiple cycles of development, testing and refinement with the pursuit of theory building and practical innovation (McKenney & Reeves, 2012).
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/88820
  • Publication
    Development and validation of a self-report instrument for exploring team work in schools
    (European Association for Research on Learning and Instruction, 2011-08-30)
    Brahm, Taiga
    ;
    Bauer-Klebl, Annette
    ;
    Raatz, Saskia
    Cooperative learning is a popular method for classroom teaching since it makes it possible to accommodate for individual differences as well as to achieve various educational goals (academic as well as social). Additionally, it aligns with the socio-constructivist notion of learning (Antil et al., 1998). However, when looking at everyday practice in classrooms, cooperative learning seems to not always be able to hold its promises. One reason for this might be that certain framing conditions are neglected in classroom practice which would be necessary for the effectiveness of cooperative learning (Abrami & Chambers, 1996). Due to the complexity of teamwork, it is a challenge for teachers to identify the reasons why teamwork in the classroom does not lead to the results expected. This study aims at developing and validating a self-report instrument for assessing team work at schools and for providing teachers with hints on how to improve teamwork in their classrooms. The instrument will be validated with about 400 students of at least 4 different schools. The scales are theoretically founded and cover relevant aspects of teamwork at school. All instruments were either originally developed for usage in schools or adapted to the school context. Even though further validation is necessary, the first results are already quite promising. They show that the basic structure of the questionnaires is valid and that the instruments are reliable. Thus, this study provides a valuable instrument for both practitioners and researchers.
    Type: conference paper
    URL: https://earli.org/sites/default/files/2017-03/BookofAbstractsandSummaries.pdf
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/93650
  • Publication
    Type: book section
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/89873
  • Publication
    Type: case study
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/88010