Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes

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Routledge Taylor & Francis Grouo
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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.
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Ministerio de Ciencia, Innovación y Universidades Grant: RTI 2018- 101038-B-100
Junta de Andalucía grupo PAIDI 2019 SEJ602
Universidad Pablo de Olavide, proyecto de innovación docente (2017-18) Strategic Flipped Classroom: Una Experiencia Piloto
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Rocio Aguilar, Mónica Santana, Barbara Larrañeta & Gloria Cuevas (2021) Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes, Scandinavian Journal of Educational Research, 65:6, 1081-1096, DOI: 10.1080/00313831.2020.1825524
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