Source
Studies in Higher Education, 46, 6, (2021), pp. 1041-1054ISSN
Annotation
07 oktober 2019
Publication type
Article / Letter to editor

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Organization
Radboud Docenten Academie
Journal title
Studies in Higher Education
Volume
vol. 46
Issue
iss. 6
Languages used
English (eng)
Page start
p. 1041
Page end
p. 1054
Subject
Cultivating Creativity in EducationAbstract
Higher education providers need to deliver graduates with the conceptual understanding required for professional life. Conceptual understanding entails a synthesis of relevant facts, theories and practices that influence occupational performance. To help align curricula with individual student differences, this study investigates differences in international business undergraduates’ conceptual understanding with regard to study progress. Seventy-four international business students of a bachelor’s programme in the Netherlands participated. Students were presented with a complex business problem. They then wrote essays in which they explicated their conceptual understanding of the case. Using a rubric, six components of conceptual understanding were graded on a 5-point scale ranging from negligible to extraordinary. Results indicated three types of conceptual understanding: limited, developing and extensive. Their relationship with study progress was nonlinear, indicating that effects other than curriculum may account for differences between students. Suggestions are made to account for differences, and recommendations are made regarding curriculum development.
This item appears in the following Collection(s)
- Academic publications [227900]
- Radboud Graduate School of Education [1904]
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