Volume 3 No.2, 2016

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

RADITIONAL PEDAGOGY TO INNOVATIVE PEDAGOGY IN BUSINESS EDUCATION: A CHALLENGE TO BUSINESS T EDUCATORS

EKOH ANGELA CHEKWUBE (Ph.D) [email protected] Educational Management Department, College of Education, Michael Okpara University of Agriculture, Umudike, Abia State.

Abstract In recent time, the global world has observed that the traditional pedagogy of business education courses can no longer meet the trends of events in the education sector especially in the instructional delivery of business educators in academic institutions. Emphatically, the applied pedagogical approaches are insufficient for preparing the students pursuing higher education in business education globally as well as the type of teachers, leaders, and entrepreneurs that we need for the future. The time is right to identify innovative teaching and learning solutions emerging around the world whether globally relevant or adopted to local needs. The business educators must be ready to embrace the pedagogical approach since education today focuses on creativity and innovation. It is no longer the usual traditional pedagogy. This means that the business educators task is not only to impart information but also to plan and design learning activities, coherent with the expected results and the resources in order to inspire and encourage the students, transforming the learning process into an active, dynamic, participatory, motivating and enriching experience. This paper identified the traditional and innovative pedagogy in use for business education and challenges in the application of innovative pedagogy by business educators. Conclusion was drawn and recommendations proffered among others that: business educators should develop interest in embracing the innovative pedagogy. Keywords: Traditional, Innovative Pedagogy in Business Education, Business Educators

Introduction: Education is a light that shows the mankind the right direction to surge. The aim of education is not just making a student literate but adds rationale thinking, knowledge- ability, self sufficiency and self reliance. Education is an engine for the growth and progress of any society. It not only imparts knowledge, skills and inculcates values, but it is also responsible for building human capital which breeds, drives and sets technological innovation and economic growth. Education in the most vividly sense of the term is a process of self-discovery. It is the art of self-sculpture. It trains the individual not so much in specific skills or on specific branch of knowledge, but in the flowering of his/her latent intellectual, artistic and humanist capacities. The test of education is whether it imparts an urge for learning and learning ability.

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

Similarly, business education is primarily education for vocation. This implies that business education is education for self reliance, self-independence, self-sufficiency and above all education that equips individuals with relevant and necessary skills to fit into any environment despite the situation of the economy. Ibrahim (2008) affirmed that business education is a training system that equips the beneficiary with skills that are needed by individuals to fit into the world of work. He further added that it encompasses knowledge, altitudes and skills that are necessary in order to effectively manage personal as well as business affairs within the economic system. Oyedele (2000) stated that business education is a broad and diverse discipline that is included in both secondary and post secondary institutions. He further explained that it includes education for an office occupation, distribution and marketing occupations, accounting, business, teaching and business administration. This indicates that business education covers a wide range of spectrum of economic activities in any society, as well as the desirable business competencies appropriate for self-employment which is particularly pertinent in the present global economic situation, by equipping individuals with lifelong skills for self- reliance. The aforementioned implies that business education aims at educating and equipping people among other things for roles in enterprises in an economy. Business education therefore covers knowledge and skills that hold prospects of gainful employment in all ramifications. This indicates that knowledge acquired in business education is relevant to all discipline as there is no hardly any field of human endeavor that does not have element of business. Based on the nature and importance of business education in our education sector and national development, it is very imperative to be mindful of the pedagogical approaches that are suitable and effective for imparting these special knowledge and skills in students of business education. However, pedagogy refers to the teaching skills teachers use and the activities these skills generate to enable students to learn the knowledge and skills related to different subject areas (Center for the Use of Research and Evidence in Education- CUREE, 20112). The business educators are the special people that this enormous task lays on their heads. They must be ready to embrace the innovative pedagogy since education today focuses on creativity and innovations. Impartation of knowledge is no longer the usual traditional pedagogy which is insufficient for preparing the billions of student for pursuing higher education in business education globally, as well as the type of teachers, leaders and entrepreneurs that we need for the future. This implies that the business educator task is not only to impart information but also to plan and design learning activities, coherent with the expected results and the resources in order to inspire and encourage the students, transforming the learning process into an active dynamic, particularly, innovating and enriching experience. Pedagogy could also be defined as a highly complex bled of theoretical understanding and practical skill (Lovat, 2003).

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

Objectives of Business Education Programme and Educators One cannot mention business education program without highlighting its objectives and its stand in the National policy on Education which will guide one properly in identifying appropriate innovative pedagogy that should be applied by business educators towards achieving the stated objectives. Osualu (2002) stated the following as the objectives of business education. 1. To enable students explore and learn about the world of work and the relevant interest and career areas of their choice. 2. To provide students with the necessary occupational information found in the world of work 3. To enable students acquire skills in fields of their choice. 4. To enable students prepare for, choose, enter into and progress in occupation of their choice. Viewing business education as a way out towards enhancing our National development, Sani (2005) emphasized that the importance of business education as a panacea for national development is recognized in Nigeria through the aims of technical education as contained in the National policy of education (2004) as follows: 1. To provide manpower in applied sciences, technology and commerce, particularly at sub-professional levels. 2. To provide the technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development. 3. To provide people who can apply scientific knowledge to environmental problems for the use and convenience of man. 4. To give training and impact the skills leading to the production of craftsmen, technicians and other skilled personnel who will b enterprising and self-reliant. 5. To give an introduction to professional studies in engineering and other technology 6. To enable young men and women have an intelligent understanding of the increasing complexity of technology.

Having knowledge of these stated objectives of the business education program by business educators; one will first ask how far business educators have gone in achieving these objectives in their instructional delivery? Are these objectives being reflected in the beneficiaries? If the answers to these questions are no, then the business educators are not imparting the appropriate knowledge and skills properly with effective pedagogy. In agreement to this statement, Dube and Moffat (2009) observed that techniques used by business educators were incompatible with the goal of trying to prepare learners (business education students) for the world of work. They further added that majority of business teachers were still yoked to the conventional teaching methods such as lecturing. Garavan and Cinneide in Sithole (2010) opined that using traditional

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

teaching methods to develop practical business skills is inappropriate and can be likened to teaching “to drive a car using the rear mirror”. Similarly, Borrington (2004) opined that the teaching of business skills requires the use of Kinesthetic and experiential pedagogical approaches which encourage learning by doing in real or closely simulated contexts will lead to the development of key business and life skills. The aforementioned, indicates that business educators should employ innovative pedagogy in their instructional delivery for instance, if people went to the doctor and were treated the same way today as they would have been 30years ago, there would be a national outcry. So how can we expect business education programme to stay static? How can we expect business educators to stay static? And how can we expect business education students to stay static? If business education fails to inculcate the appropriate skills and knowledge, self reliance and sufficiency, self-discipline and commitment, to achieve in the minds of students, then, it is not their fault. Business educators have to convert business education into a skill and learning process, have to generate interest in the students and motivate them to stay back in the institutions than run away from it. Business education should become a fun and thrill to them rather than burden and boredom. So, if business education is to remain relevant to the students and actually equip them for world of work, business educators have to adapt, whether they like it or not” to move along with innovative pedagogy for effective impartation of appropriate knowledge and skills in line with the programme objectives.

Traditional Pedagogy in Use in Business Education Traditional pedagogy simply refers to as a pre-technology education context in which the teacher is the sender or the source, the educational material is the information or message, and the student is the receiver of the information. Krishna (2013) stated that traditional pedagogy is a book, a piece of chalk and a blackboard. He further opined that traditional pedagogy is as the form of dull, inefficient, prone to weary students, inevitable have a little slow poor results and that such teaching methods has not suited to science and technology and the management, business education inclusive. This implies that the educator can deliver the message or information via the chalk-and-talk method, read textbooks, notes and overhead projector transparencies if available. This is a kind of directed instruction from the educator to the students which has been used for decades and still in use today as an educational strategy in all institutions of learning in our country Nigeria. In this system of pedagogy, the teacher controls the instructional process, the content is delivered to the entire class and the teacher emphasize on factual knowledge. Similarly, Nazzal (2014) enumerated the following traditional pedagogy that is still being adhered to in the schools as follows: 1. Teacher – centric classrooms/lecture method

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

2. Teachers in the mode of knowledge dispensers rather than facilitators. 3. Chalk and talk methods 4. Regimented classrooms 5. Lack of collaboration and group learning 6. More emphasis on examinations and results rather than understanding of concepts 7. Improper alignment between objective activities and assessment.

This traditional pedagogy may be used in other educational disciplines not in business education. Having in mind that business education is a skilled programme, there is great need to get the business education students actively involved in their instructions rather than being passive. This is very important to business educators if they are to produce students that will fit into the world of work and become self reliance in future. For instance, using teacher-centric, chalk and talk, lecture method for skill courses like business education is quite unacceptable in instructional delivery by business educators. Unfortunately this method has been over flogged in business education instructional delivery and it has been seriously affecting the students’ academic performance as regards to acquiring the appropriate skills. In agreement Teo and Wong (2000) observed that traditional approaches do not encourage students to question what they have learnt or to associate with previously acquired knowledge. This implies that business educators should understand that it is not possible to equip/prepare their students for world of work from nothing. This goes a long way to buttress that to help students understand content, let them actively teach it to another person. To help students learn a skill, let them actively practice it, with someone observing for accuracy. To help students come to understand the use of machines and equipment in the office, let them visit offices where those machines and equipments are utilized for office functions, and probably operate the machines/equipment to perform office tasks. To help students come to care, value or see worth in a subject or skill, let them actively identify how it will benefit them in future and actively articulate this belief to another person. This indicates that no passive students should be the expectation during class time. Mark (2010) emphasized that “old school” methods, especially the all too common lecture on content to passive learners, are proving less and less successful in bringing students to appropriate learning and developmental outcomes. Similarly, Damodharan and Rengarajan (2013) observed that conventional lecture approach in classroom is of limited effectiveness in both teaching and learning. They emphasized that in such a lecture, students assume a purely passive role and their concentration fades off, after 15-20 minutes. They highlighted some limitations which may prevail in traditional pedagogy as follows: 1. Teaching in classroom using chalk and talk is “one way flow” of information SENDER (Teacher) – RECIEVER (Students). MESSAGE – MEDIUM

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

2. Teachers often continuously talk for an hour without knowing students response and feedback 3. Teaching and learning are concentrated on “plug and play” method rather than practical aspects 4. The handwriting of the lecturer decides the fate of the subject 5. There is insufficient interaction with students in classroom 6. More emphasis has been given on theory without any practical and real life time situations 7. Learning from memorization but not understanding 8. Marks rather than result oriented. From all indications it could be derived that traditional pedagogy is not an effective method of teaching business education courses at any level of education. Therefore, business educators should cling to innovative pedagogy in their instructional delivery to enable them impart effectively and indeed inculcate in their students the appropriate skills needed for future task.

Innovative Pedagogy for Business Education Instructions The term innovation is derived from the Latin work innovates means “to review or change”. Innovation simply, refers to the creation of better or more effective products, processes, technologies, or ideas that are acceptable by those in charge of education such as teachers’, administrators and parents. Innovation differs from invention or renovation, in that innovation generally signifies a substantial positive change compared to incremental changes (Gargay & Latchanna, 2015). Similarly, innovative pedagogy means the study of being a creative forward working and ahead of current thinking educator. It could also be referred to as the process of the creation of new ideas in education/teaching. Lehto, Kairisto and Liisa (2011) stated that innovation pedagogy is a learning approach focused on the development of innovation competences, defining how knowledge is assimilated, produced and used in a manner that can create innovations. Innovation competences are learning outcomes that refers to knowledge, skills and altitudes needed for the innovation activities to take place or be successful. The education offered by the university, college of education and polytechnic promotes entrepreneurship and vocational skills while taking into account both the needs of the society as a whole as well as the constantly changing trends of working life. Changes in the world of work and surrounding global environment necessitate that skills and altitudes matching the new requirements are consciously and systematically developed along with the students’ knowledge bases. Social and interactive skills, cultural abilities, understanding the prerequisites for entrepreneurship, vocational skills, creativity and problem solving skills as well as tolerance for difference and uncertainty are the kind of altitudes and skills that a future business educator should have. Learning

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environment where business education students and other students of different fields are daily in contact with each other offer new interfaces for working. Such surroundings are to be best when innovations are expected. In addition an innovative approach to teaching and learning are also needed as well as enthusiasm for trying new methods. It could be said that innovations are seen as an integral part of the process of constantly improving know-how as well as generating new sustainable ideas and practices applicable in working life. This statement disagrees with the traditional view held by educational institutions that students receive new information and skills as student and only begin to apply what they have learnt after finding employment. This is the outdated thinking which innovation pedagogy wants to challenge; according to this new approach, knowledge should be applied for creating innovations already while studying. In other words, knowledge should be accumulated and supplied simultaneously. However, the traditional approach can work for the students in other fields, not business education students. This leads us to the fundamental questions of innovative pedagogy. What are the educational, psychological, organizational factors/conditions that have a formative utmost effect on the mind, character, or physical ability of an individual? To tackle this fundamental issue, the business educators and educational institutions are to adopt the following steps/question innovative process constructions. 1. What is desirable for users (both students and future employers)? 2. What is possible with curriculum and technology? 3. What is viable at educational market? 4. What is beneficial for the community? 5. What is sustainable for our environment? Thus, innovative pedagogy as a science and practice has a responsibility to prepare citizens of the knowledge society (business education students inclusive) who are able to be creative, face changes, manage and analyze knowledge (Gargay & Latchanna, 2015). In today era, information and knowledge stand out as a very important and critical input for growth and survival. Rather than looking at education as a means of achieving social upliftment. The society must view education especially business education as an engine of advancement, also in an information era propelled by its wheels of knowledge and research leading to development. A key requirement for the future is the need to prepare students to participate in the information society, where knowledge is the most crucial factor in the social and economic development of a country. When there is a willingness to change, there is hope for progress in any field especially in education and business education in particular. Creativity can be developed and innovation benefits both students and teachers. The use of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country which business education goals hinges on.

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

Albrecht and Sacks (2000) argued that there are various innovative teaching practices that should be adopted to improve the education aspect of the accounting discipline, business educative inclusive. They suggested that consideration should be given into both the theoretical and empirical skills required by the industry and the general market to redesign and modernize the traditional curricular as well as implement teaching practices that will facilitate the development of the necessary skills and competencies to allow students to tackle problems in the real business world. Noor (2014) listed the modern innovative methods used in education as follows; technology- driven classroom, continuous comprehensive evaluation, cross-curricular connections, inquiry based learning, emphasis on understanding of concepts, linking curriculum with life, emphasis on skill building, life skills and values, smart interactive boards, collaborative learning, differential learning, activity-based learning and learning labs, interdisciplinary learning, integrative and social responsibility and civic engagement, digitization in teaching, learning assessment and feedback, flipped classroom and problem based learning. Similarly, Krishna (2013) opined that the role of the teacher has been changed since the development of learner centered approach, modern teaching involves more than classroom management, upfront explanations and testing. Teachers’ job is to create a condition in which learning takes place. They suggested the following innovative teaching methods to educate the student. They are: E-learning, blended learning, case method, business games, role play simulation and project management simulation. The aforementioned, opinions on the best/effective pedagogy to apply/adopt by business educators in their instructional delivery imply that students should be given opportunity to particulate actively in their learning of skills. This will enhance the students learning by doing approach, engage in collaborative construction of knowledge and experience mentoring relationships that evoke increased learning motivation. Business educators as a matter of importance have to create more innovative pedagogy that are suitable in their academic environment and instructional delivery as well, such as hands on machines/equipment, field trips to offices, skill practical experiences in offices and companies/industries, guided inquiry and project based collaboration. Adapting to these innovative pedagogy, business educators can draw enormous strength and purpose from watching the eager response of their students to classroom situations that use innovative forms of pedagogy.

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

Challenges in Applying Innovative Pedagogy by Business Educators The challenges facing business educators from embracing innovative pedagogy are as follows: 1) Business educators disinterest or phobia about innovative pedagogy – Most business educators are settlers’ (people who appreciate stability and do no want heroic efforts to become an everyday requirement). They do not see continuous change and growth as an integral part of their profession and they are not willing to swim against the tide of conventional operating procedures often at considerable personal cost. For business educators to embrace the innovative pedagogy they must alter their pedagogical approaches and schools’ management, institutional structure, and relationship to the community must change in fundamental ways. 2) Lack of professional development needs – Business Educators lack the relevant and appropriate professional training/development in the innovative pedagogy. If one is not appropriately trained, one will have nothing to give. It is just like a blind man leading another blind and of course both will fall into a ditch. Professional training is building the business educators knowledge and skills in alternative types of pedagogy and content that will enable them impart appropriate skills to their students. 3) Non-availability of multimedia-capable, internet-connected computers in our schools Most schools cannot boast of having enough multimedia-capable, internet- connected computers for teachers and students use in Nigeria. Few schools have computer laboratories that can accommodate their students’ population size at a stretch. Most at times, the computers may be available but not internet connected. Multimedia-capable, internet-connected computers are seen by many students and teachers as magical devices to solve the problems of schools. Dede (2012) stated that teachers and administrators who use new media are assumed to be automatically more effective than those who do not. Classroom computers are envisioned as a technology comparable to fire; just by sitting near these devices, students get a benefit from them, as knowledge and skills radiate from the monitors into their minds – yet they are not made available for the teachers/students in most cases. 4) Lack of adequate funds to equip the classrooms with multimedia-capable, internet connected computers in schools Business Education classrooms are not adequately equipped with appropriate and relevant innovative equipment/facilities for teaching and learning. Though the programme is cost intensive programme due to the nature of equipment/facilities in use for its teaching and learning. Also the continuing cost of maintaining and

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

upgrading, but that is not enough excuse by the stakeholders considering the main goal of business education programme which is to prepare the citizen for the world of work.

Conclusion Business education is an engine for the growth and progress of any society. It not only imparts knowledge, skills and inculcates values, but is also responsible for building human capital which breeds, drives and sets technological innovation and economic growth. The role of business educators has shifted from being a subject matter expert who transmits information to acting as a facilitator of student learning in the knowledge society. Current reforms emphasize business educators to develop student’s capabilities in problem solving, teamwork and learning to learn, reflective thinking. Business educators and schools exist within these knowledge societies, which require that they be adapt at the same skills they are developing in their students. If teachers do not acquire and display this capacity to redefine and if they do not model in their own conduct the very qualities, flexibility, networking, creativity, innovative thinking, that are now key outcomes for students, then the challenge of schooling in the millennium will not be met.

Recommendations The following recommendations were proffered by the study; 1) Business educators should develop kin interest in embracing innovative pedagogy. 2) Educational Institutions should organize appropriate/relevant training in line with innovative pedagogy for the business educators. 3) Business educators should endeavour to apply innovative pedagogy in their instructional delivery. 4) Educational Institutions should provide adequate innovative equipment/facilities for teaching and learning of Business Education. 5) The Federal Government should make adequate funds available to educational institutions to enable them procure relevant equipment/facilities for business education programme.

Nigerian Journal of Business Education (NIGJBED) Volume 3 No.2, 2016

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