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408098
McEvoyJournal of Management Education
The Author(s) 2011
JME35410.1177/1052562911408098
Increasing Intrinsic
Motivation to Learn
in Organizational
Behavior Classes
Glenn M. McEvoy1
Abstract
This article describes my experiences redesigning a masters-level organizational
behavior (OB) course. The course was delivered to two different audiences
MBA and MS-HR studentstwo different times. The redesign employed
several unique features designed to increase and enhance student intrinsic
interest in the subject matter. Two measures of intrinsic motivation were collected along with measures of perceived usefulness of the OB course content,
student satisfaction, and student learning. Also, follow-up focus groups were
conducted with a subset of the students after the courses were over to gain
insight on student reactions. Results provide partial support for the notion
that MS-HR students were more intrinsically interested in the subject matter of the course than were MBA students, but outcomes with satisfaction,
perceived usefulness, and student learning were mixed. Results are discussed
in terms of which specific aspects of the course redesign seemed more
effective at eliciting student interest and motivation and which proved problematic. Implications for both teaching and research are provided.
Keywords
intrinsic interest, student motivation, organizational behavior, MBA education
Corresponding Author:
Glenn M. McEvoy, Department of Management, Huntsman School of Business, Utah State
University, 3555 Old Main Hill, Logan, UT 84322-3555, USA
Email: glenn.mcevoy@usu.edu
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McEvoy
I have been teaching the topic of organizational behavior (OB) for more than
35 years. The subject is my first love, one I remain as passionate about today
as when I first discovered OB was a real academic discipline back in the
early 1970s (I was an engineer then, so, perhaps can be forgiven for my ignorance!). And even though I steel myself every Fall Semester for the inevitable
disappointment, I continue to be frustrated anew every year when I discover
that not all my students share the same passion and interest in OB that I have.
A recent sabbatical leave occasioned the opportunity to think more deeply
about this perceived lack of student interest in the topic of organizational
behavior; the musings that follow are the result of that investigation.
I am not the first academic to comment on this issue (see, e.g., Rynes,
Trank, Lawson, & Ilies, 2003). Others have noted that there seems to be a
persistent problem with student motivation in the college classroom in general (e.g., Debnath, Tandon, & Pointer, 2007). In this journal and its predecessor (Organizational Behavior Teaching Review), there have been, over
the years, a smattering of articles related to the topics of student interest and
motivation (e.g., Hiller & Hietapelto, 2001; Levy, 2007; Robbins, 1988;
Vaill, 2007).
Some have suggested the problem is with grades and grading (e.g., Edwards
& Edwards, 1999; Levy, 2007; Van Seters & Field, 1989). Hiller and Hietapelto
(2001), for example, noted that students too often assume a performance orientation rather than a mastery orientation in class. In the former case, students focus not on learning but on earning the grades that will allow them to
maintain their images of competence (p. 661). Students with a mastery orientation, on the other hand, are more intrinsically motivated and more interested
in what they learn. Others suggest that classroom activities and approaches
need to be targeted at preexisting student interests to get them intrinsically
involved and motivated (Levy, 2007) or that we need a better balance of theory
and practice in order to demonstrate the relevance of our subject to students
(Vaill, 2007). Debnath et al. (2007) suggested designing classroom approaches
that increase intrinsic motivation by using the lessons from the Job
Characteristics Model (Hackman & Oldham, 1980). The common thread in
these articles is that student motivation and interest is low, and we need to take
a different approach if we are to enhance student intrinsic involvement and
commitment to our subjects, particularly organizational behavior.
470
are rated as very important in the evaluation of job candidates, and, in particular, in the decision to hire recent college graduates (e.g., Alsop, 2004,
Cappelli, 1995; Merritt, 2004; Porter & McKibbon, 1988). Such preferences
for soft skills would seemingly elevate the importance of OB classes in
college programs, but both students and recruiters (not to mention our colleagues in finance, marketing, operations, and accounting) seem perennially
skeptical about the value and applicability of OB courses (Rynes & Trank,
1999; Van Seters & Field, 1989).
For illustration purposes, consider a recent study by Rynes et al. (2003).
They found that although recruiters say they want to hire for behavioral skills,
they often hire students who have technical specialties in their MBAs
rather than those who have taken more organization behavior or general management courses. There are several possible explanations for this difference
between what recruiters say they want versus what they really hire. One possible explanation is that although recruiters may genuinely want to hire graduates with good behavioral skills, they may be unconvinced that graduate
schools are up to the task of actually developing these skills. Many scholars
over the years have expressed the view that genuinely changing communication and interpersonal approaches of adults is extraordinarily difficult, primarily because these approaches are deeply embedded in the behavioral and
habitual repertoires of individuals and have been practiced over the course of
a lifetime (e.g., McGregor, 1960). Compared with changing someones computer skills or knowledge of quantitative techniques, for example, changing
behavioral skills is potentially much more difficult.
Rynes et al. (2003) suggested that the credibility gap in OB courses in
business schools might be reduced by systematically evaluating and improving the quality of those courses. As part of this process, they recommended
comparing and contrasting the relative effectiveness of different pedagogical
approaches with imparting behavioral knowledge and skills to students. The
exploration reported in this article represents movement in that direction.
Background
Two years ago I decided to undertake a thorough redesign of the masterslevel OB course that I teach each Fall Semester. I teach basically the
same course to two different audiences: MBA students and students in our
MS-Human Resources (HR) program. It has been my general experience
over the years that the course evaluations are lower for the MBAs than for
the MS-HR students. (My historical average in the MBA class is 5.0 on a
6-point scale; for the MS-HR class it is 5.4.) My working hypothesis had
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McEvoy
472
grade-school students, Lepper, Corpus, and Iyengar (2005) found that intrinsic
motivation to learn dropped steadily between third and eighth grades. The
drop was dramatic enough that the authors characterized eighth graders as
having disturbingly low levels of motivation (p. 184). Lepper et al. (2005)
also found that extrinsic motivation to learn remained relatively stable during
these 6 years, but that it was negatively related to both grades and standardized test scores. A positive correlation between intrinsic motivation and
course grades and no correlation between extrinsic motivation and course
grades has also been observed among college students (Pintrich, Smith, Garcia,
& McKeachie, 1993).
Intrinsic motivation to learn is important. Such motivation increases freechoice persistence in learning and self-reports of interest in the subject (Deci,
Koestner, & Ryan, 1999). There is also some evidence that intrinsically motivated students become more fully dedicated and more genuinely engaged in
the materials to be learned (Vansteenkiste, Simons, Lens, Sheldon, & Deci,
2004), and that they report a greater sense of well-being and psychological
health (Deci et al., 1999).
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McEvoy
474
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McEvoy
Significant Changes in
Graduate Organization
Behavior Courses (2)
Student
Reactions to
1st Redesign
Changes in MBA
Version of the Course
Student
Reactions to
2nd Redesign
Method
The course redesign was first implemented in both an MBA class and
MS-HR class in Fall 2008. The sample for this study was the four classes
I taught in Fall 2008 and Fall 2009. In Fall 2008, there were 35 students in
the MBA class (30 males) and 13 in the MS-HR class (7 males). In Fall 2009,
there were 48 students in the MBA class (36 males) and 25 in the MS-HR
class (15 males). Entry requirements into all graduate programs in my college are the same, and the GMAT scores and undergraduate GPAs of MBA
and MS-HR students are comparable. The average age for students in both
programs is 28 years. All four classes met for 3-hour blocks on a semester
schedule (15 class periods) and all four met in the afternoons. In Fall 2008,
476
After each course redesign feature, the major theoretical and research underpinnings that
support this revision are identified using the following key: a = Bain (2004), b = Deci et al. (1999),
c = Bergin (1999), d = Lepper (1988), e = Young (2005), and f = Hiller and Hietapelto (2001).
b
Consistent with prior research on increasing intrinsic interest, cases are a hands-on
activity that increase novelty and challenge while demonstrating the relevance of the course
materials to students. One student, on the course evaluations, referred to the SAS case as
life changingI never really understood how the way you treat people can make that much
of a difference to organization success. My earlier courses also had cases, but they were
all negative examples (unlike SAS) showing organizations with significant human resource
problems. In the redesign, an equal number (two) of positive and negative cases were included.
I taught both classes in basically the same manner; in Fall 2009, I taught the
MS-HR class the same way as in Fall 2008 but made several changes for the
MBA class based on feedback that will be discussed below.
Several different types of measures were used in this study. Measures
were developed using adaptations of the Intrinsic Value subscale of the
Motivated Strategies for Learning Questionnaire or MSLQ (Pintrich &
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McEvoy
DeGroot, 1990; Pintrich et al., 1993), interest in the subject matter scales
developed by Schiefele (1991), and the Learner Empowerment Scale or LES
(Frymier et al., 1996; Weber, Martin, & Cayanus, 2005). The latter is a measure of student interest and includes subscale measures of subject meaningfulness, topic impact, and student feelings of competence.
As one measure of intrinsic motivation and interest in the course material,
I adapted five questions from the MSLQ. All five are listed in Appendix B,
as are questions for all other measures. The coefficient alpha for this scale
was .83. A second measure of intrinsic interest in the subject matter was
obtained by averaging the scores on two questions adapted from Schiefele
(1991). In a preliminary test of the scales used in this research, I had achieved
a coefficient alpha of .79 for this measure. However, with this sample the
alpha was just .33. As a result, supplementary analysis using these questions
was conducted and is discussed below.
I also measured the perceived usefulness of course subject matter using
variations of three questions from the LES (Weber et al., 2005). The coefficient alpha for this three-item scale, provided in Appendix B, was .83.
Student satisfaction with the course was measured two ways. First, the
results of five questions adapted from the MSLQ (see Appendix B) were
averaged together ( = .87). The other way student satisfaction was measured
was with the universitys standard course evaluation instrument. It has two
summative statements: The overall quality of this course was . . . and The
overall effectiveness of the instructor was . . . Students are given a 6-point
response scale ranging from 6 = excellent to 1 = very poor. The university
average on each of these scales is around 5.0. For the purposes of this study,
I averaged these two summative responses to get a measure of student satisfaction. Course evaluations were filled out independently from the rest of the
measures, and only course means were available for this measure of satisfaction. Overall evaluations of instructor and course were used to demonstrate
relative student satisfaction with the redesign of the OB course.
I also measured and compared student learning performance in three
ways. In both 2008 and 2009, I included assignments for a self-awareness
diary (see course redesign point #4 in Table 1 and the detailed description in
Appendix A). Furthermore, the final exam in both years, which was cumulative, had two components that were consistent across years and classes: a
written essay exam taken in class and a take-home integrative cases analysis.
The in-class essay questions varied but were similar in level of difficulty; the
take-home case was the same for all classes.1
Student questionnaire data were gathered at the end of both MBA and
MS-HR classes in December, 2008. After analysis of the questionnaires, the
478
479
3.91 (.74)
4.59 (.34)
p = .003
4.60 (.55)
4.23 (.61)
p = .010
48
25
3-Item
35
13
4.28 (.68)
3.98 (.75)
nsa
3.65 (.73)
4.26 (.34)
p = .006
5-Item
5.6
5.3
NA
4.3
5.5
NA
Course
Evaluations
Satisfaction
Intrinsic
2-Item
Intrinsic
5-Item
Motivation
88.5 (2.98)
87.0 (5.20)
nsa
87.8 (3.47)
90.1 (4.88)
nsa
88.0 (2.62)
89.1 (2.83)
nsa
87.0 (3.58)
87.5 (4.75)
ns
87.0 (3.68)
88.4 (3.38)
nsa
88.7 (3.44)
89.3 (4.94)
ns
Performance (Learning)
Note. Standard deviations appear in parentheses. NA = Not available because taken from anonymous end-of-course university course evaluations.
a
These mean differences were significant at p < .10, but not at p <. 05.
2008
Fall 2008 MBA
Fall 2008 MS-HR
Mean differences
significant?
2009
Fall 2009 MBA
Fall 2009 MS-HR
Mean differences
significant?
Usefulness
Table 2. Means and Standard Deviations for Dependent Variables in the Study
480
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McEvoy
Table 3. Sample Student Comments After Fall 2008 Course Redesign (From
Course Evaluations and Student Focus Groups)
Course Design
Feature
MS-Human Resources
MBA
Self-awareness diary
to encourage
personal
development
Was tedious
(continued)
482
Table 3. (continued)
Course Design
Feature
MS-Human Resources
MBA
Too many articles to read, so
we just skim them
Very interesting but
sometimes couldnt see the
connection with the class
Some readings were quite
good
Enjoyed Blink excerpts
(continued)
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McEvoy
Table 3. (continued)
Course Design
Feature
Advisory
Committee
on Student
Assessment or
ACSAstudents
involved in
designing learning
assessments,
to encourage
involvement and
provide control
MS-Human Resources
MBA
484
Table 3. (continued)
Course Design
Feature
MS-Human Resources
Student involvement in
ACSA was not so great
The fact that I was
able to affect the test
construction was a
positive
I felt the learnings papers
for the exam were
extremely helpful
MBA
The instructors request for
student input was impressive
Instructor didnt really listen
to students
The instructor accepted very
little of the committees
feedback, wasting many
precious hours of students
time
Instructor goes through
the motions of trying to
get input from the class,
but the method did not
seem sincere, and it was
frustrating rather than
helpful
Class felt like you asked
for input to make us feel
ownership, but then did
whatever you wanted
ACSA was a good idea, but
no matter what they offered
the test would be tweaked
to become not what was
intended
Classic pizza-ordering
problem: If you invite friends
and the pizza is already
ordered, everyone will be
happy its there; but if you
ask for input, they dont
agree and some end up
unhappy
concern by the MBAs was that since only a handful of students could serve
on each of the three ACSAs (one for each assessment), the rest of the class
really did not have any input. (This despite the fact that anyone could volunteer and each ACSA group typically surveyed the class regarding its
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McEvoy
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McEvoy
Table 4. Sample Student Comments After Fall 2009 Partial Course Redesign (From
Course Evaluations)
Course Design
Feature
Self-awareness
diary to
encourage
personal
development
MS-Human Resources
Personal awareness
diary was a positive
experience
Blink and
Harvard Business
Review (HBR)
articles to
encourage
interest in topic
MBA
Increase the minimum length of
the diary to 4 pages
488
Table 4. (continued)
Course Design
Feature
MS-Human Resources
Use of experiential
learning was most
effective; case learning
was particularly helpful
The cases really impacted
my learning
It is stressful trying to
prepare to be called on
for each assigned article
MBA
Case discussions were lively,
and they developed on each
previous one
Liked how discussions/topics
were changed every 30 minutes
or so; easier to focus
Appreciated the early delivery
of key course themes and the
continued reference to them
Four great case studies; I never
focused so hard on assignments
that I was not being graded on,
but I did in this class
Time was very well used
Good use of class time; I liked
how upbeat and intense the
class was
I enjoyed the cases but feel like
I did the work for nothing if my
study was not used in class;
I dont think a lot of points are
necessary, but some reward for
the work would be nice
Very good use of class time; very
efficient
Speed of covering topics so
quickly distracted from the
effectiveness; feeling rushed all
the time was stress inducing
Class is like bullet points and
lacks learning in depth; I feel
like it was always way too
rushed
(continued)
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McEvoy
Table 4. (continued)
Course Design
Feature
MS-Human Resources
MBA
Small group
project on other
organizational
behavior (OB)
topic to provide
choice
Advisory
Committee
on Student
Assessment
or ACSA
students involved
in designing
learning
assessments,
to encourage
involvement and
provide control
(continued)
490
Table 4. (continued)
Course Design
Feature
MS-Human Resources
Liked doing essays for
exams, but thought the
essays were way too
specific
At times test questions
seemed very vague;
perhaps less ambiguity
with tests and more
exactness
ACSA fun and helpful
aspect of assessments
Loved the ACSA format
Enjoyed working in a
group to help design
exams (ACSA)
The ACSA was a nice way
to vary the assessment,
but I felt like the
expectations werent
as clear for the first
assessment as they were
for the second and third
Im not convinced the
ACSA was needed;
seemed like simply extra
meetings
Ive never had an ACSA
experience before and
thought it was excellent
MBA
contributed to their satisfaction whereas the 2009 MS-HR students were a bit
more ambivalent about their version of the course, which retained Design
Points 7 and 8.
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McEvoy
hypothesis has been that MBA students have a much more instrumental
relationship with their courses in general, and with the OB course in particular,
than do the MS-HR students. That is, MBA students are in the program to get
the certification rather than because they are intrinsically drawn to the program and its courses (DeMarie & Aloise-Young, 2003). The MS-HR program
is a professional degree and students are no doubt drawn to it because of the
prospects of employment afterwards. However, if it were only job opportunities they were looking for, rather than an interest in the subject matter of HR,
they would more than likely pursue the MBA degree (same entrance requirements, but shorter, less expensive program on my campus).
The current research provides limited evidence for this working hypothesis. In both 2008 and 2009 cohorts, the MS-HR students showed significantly
higher levels of intrinsic interest in the subject matter than did MBAs on at
least one of two measures used. Furthermore, there are a number of comments in Table 3 that suggest MBA students were focused more on grades
and less on learning, such as: We didnt know how many self-insights we
had to have to get an A, The diary needs greater structuring for grading,
Too many articles to read so we just skim them, Why did you ask us to
read a whole article if there were only a couple major take-aways in it?, and
I expected the instructor to be my primary source of information I had to
know, but instead I had to study a lot outside class. MS-HR comments
reflected far less of this grade (performance) orientation.
However, in 2009 MBAs rated the usefulness of the course higher than did
the MS-HR students and one measure of intrinsic interest actually showed
MBAs higher than MS-HR students, though this difference was not significant. Furthermore, comments in Table 4 suggest a much more positive experience for the MBAs in 2009 compared with 2008, and the 2009 MS-HR
students experienced a bit more ambivalence about the ACSA process than
those in 2008. Recall that the MS-HR course was basically unchanged from
2008 to 2009 while the MBA course comprised two changes: elimination of
the ACSA and the two intermediate learning assessments.
Evidence on learning over the 2-year period was mixed. MS-HR students
outperformed MBAs on five of six measures taken but these differences were
only significant at the p < .10 level in three instances. If intrinsic interest had
indeed been significantly higher among MS-HR students than among MBAs,
one would have expected more dramatic differences in learning outcomes.
Therefore, the result that MS-HR students are more intrinsically motivated
by the subject matter of OB must be interpreted cautiously.
An important finding was that MBAs seemed to be more satisfied when
students were not involved in the design of the learning assessments and the
492
when there was no formative evaluation along the way to provide feedback
prior to the summative evaluation at the end of the course. These were the
two major changes between 2008 and 2009 in the MBA course. This finding
is inconsistent with the recommendations of Bain (2004) and others who
maintain that students should be provided multiple opportunities to demonstrate competence and that initial opportunities should allow practice and
feedback that contribute favorably to the final demonstration of competence.
That was the logic behind my redesign where three learning assessments
occurring at 5-week intervals were worth 10%, then 20%, then finally, 30%
of the grade (all assessments being comprehensive). In the redesign for
MBAs in Fall 2009, the final learning assessment was comprehensive and
worth 60% of the grade. This finding is also inconsistent with recommendations for more student voice in the design of evaluation procedures (e.g.,
Hiller & Hietapelto, 2001).
In seeking a possible explanation for these inconsistencies, CET may be
informative (Deci et al., 1999). As noted earlier, CET predicts that tangible
external rewards undermine intrinsic motivation in an interesting task. Verbal
praise, unlike tangible rewards, is less likely to undermine intrinsic motivation. But, if subjects perceive the verbal praise to be given in a manipulative,
controlling manner, it undermines intrinsic motivation. If the verbal praise is
given in an informational manner, it does not. CET explains these findings by
suggesting that intrinsic motivation is based on two fundamental basic needs,
the need for self-determination (autonomy) and the need to feel competent. If
rewards are given in a way that increases autonomy and a sense of competence, intrinsic motivation will be enhanced. If rewards decrease the sense of
self-determination (true in almost all tangible reward situations because the
locus of causality is external), or if rewards are given in a controlling rather
than informational manner, intrinsic motivation will suffer (Deci et al., 1999;
Mallin & Pullins, 2009).
Grades clearly fall in the category of rewards that can be seen as manipulative to students. Expectancy theory predicts that if students are motivated
primarily by the desire for higher grades, they will engage in the activities
needed to get those grades (i.e., learning) only so long as they perceive that
higher grades will be forthcoming based on the activities chosen for completion. If they do not want higher grades, or if the expectation of good grades is
subsequently reduced for some reason, students will lose interest in learningrelated activities. But CET predicts that the situation is actually worse than
this. If subjects engage in an activity where various levels of a reward are
offered for various levels of performance (e.g., a range of grades), and if they
receive less than the maximum reward (an A), intrinsic motivation suffers
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McEvoy
an even bigger drop than is typically seen when an extrinsic reward is introduced
(Deci et al., 1999).
Therefore, one wonders if the ACSA student involvement process in the
design of learning assessments, rather than contributing to the intrinsic motivation for the course through student involvement and choice, may actually
have diminished it. With the ACSA process, there were virtually daily mentions of the design of the assessments (Who wants to volunteer for the ACSA?
When will we meet? How will you gather input from the rest of the class?
Whats our first draft on the assessment design? Whats the final decision for
the first assessment? etc.). An MBA student comment in Table 3 supports
this possibility: The instructor focused too much on tests (see the Use of
class time row). An MS-HR student comment in Table 4 is similarly suggestive, If grades really dont matter, there sure seemed to be a great deal of
focus on them; I obsessed about grades all semester.
After the first assessment (in Class 5, one third of the way through),
grades were distributed. Naturally, there was a high percentage of students
who failed to earn the top grade (A), and therefore, according to CET were
likely to lose significant intrinsic interest in the subject. This assumes that
students perceive grades to be given in a controlling manner rather than in
informational manner. The question of how students perceive grades is a
matter worthy of further empirical investigation. But, my sense with masters
students is that there is generally a relatively high percentage that will interpret grades in the negative, controlling way (I didnt really know what you
were expecting on the exam, I felt you were just looking for a few specific
things that I hadnt studied, etc.). Comments in Tables 3 and 4, particularly
those dealing with instructor manipulation of the ACSA process, are supportive of this possibility.
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McEvoy
496
Conclusion
It is clear that to be responsive to the needs of employers, more work needs
to be done on the development of student soft skills in OB courses.
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Appendix A
Additional Details on Course Assignments in Table 13
Self-Awareness Diary. To facilitate personal development, students are to
keep a personal diary throughout the course. This diary of discovery should
record all major self-insights gained as a result of reading, completion of
instruments, class discussion, or any other course-related activity. A possible
outline for each entry would be to address (cogently!) the what? the so
what? and the now what? of each self-insight. That is, what did you learn
about yourself (be as specific as possible here), what are the implications of
this learning, and what should you do about this going forward?
This diary is to be typed and turned in to the instructor on the last day of
class (Week 15). To save forest resources, please single space and use 10 point
Times New Roman font with one-inch margins. To facilitate reading, please
organize the diary chronologically and put in headings to show what topics are
being addressed by each entry. While there are no hard and fast length
requirements or restrictions, past experience suggests that good diary submissions usually range from 2 to 4 pages in length.
Student Group Project. To facilitate intellectual development, Week 14 is
set aside for group designed learning modules of 20 minutes length. Students
address an OB question they are interested in that is not well covered in the
class and teach other students what theyve learned (e.g., what are the outcomes of job stress and burnout?). Whatever the topic chosen, students should
address theory, research, and practice related to the topic. At a minimum,
there should be visual aids and handouts for each learning module. Also,
groups should prepare a bibliography of references used to develop the presentation and provide this to the instructor at the beginning of class.
Group size in this project will be a function of class size. There will be
time for seven 20-minute presentations, so there can be no more than seven
(continued)
498
Appendix A (continued)
groups. Group assignments will be made by the instructor no later than Week 2,
and as soon as groups have picked a topic they should obtain the approval of
the instructor. Any given topic can only be selected once by the class.
While the text may be used as a resource, students are expected to be creative and obtain materials on their chosen topic from a variety of sources. Of
interest in this regard is a Recommended Reading List in Organization
Behavior that the instructor has prepared and placed on Blackboard under
Week 14.
ACSA. On the first day of class, the instructor will ask for volunteers to form
an Advisory Committee on Student Assessment (ACSA), which will seek
input from students and then advise the instructor on how the first student
assessment should proceed in Week 5. The goal of this process is to design an
assessment of learning approach that is perceived by both students and
instructor to be fair, valid, and motivational. There are, of course, a variety
of learning assessment approaches available, such as written exams (multiple
choice, short answer, fill-in-the-blank), oral exams, role plays, learning papers,
cases, simulations, etc.
Students are free to recommend any approach (or combination of approaches)
to learning assessment as long as they meet the following criteria:
(a)The approach should try to get at the criteria listed in the section on
intellectual development above.
(b)The approach must sample knowledge acquisition from the entire
domain of materials covered in the course (versus a limited slice
of the materials).
(c)At least half the evaluation must occur during the class time set
aside for assessment (i.e., no more than 50% can be a take-home
type assignment).
(d) Most of the learning assessed must be individual (not group) learning.
After the first student assessment during Week 5, the ACSA will be
reconstituted and the new group will recommend an approach for use in
Week 10. The same process will occur again after the student assessment in
Week 10. So, there will be ample opportunity for interested students to serve
on the ACSA at some point.
Note that these three student assessments are all comprehensive (i.e., they
cover all the material in the course up to that point) AND that they become
increasingly important in the determination of the final grade. The weights
increase over time to give students an opportunity to recover from a slow
(continued)
Downloaded from jme.sagepub.com at UNIV FEDERAL DA PARAIBA on August 30, 2012
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Appendix A (continued)
start and because more material is covered in each assessment as the course
progresses. Also note that at least part of Assessment #3 will be a take-home case.
Appendix B
Scales Used in This Study
Intrinsic interest Measure #1. Responses were provided on a 5-point Likerttype scale from strongly disagree to strongly agree.
I find the assigned homework in this course to be really interesting.
Understanding the subject matter in this course is important to me.
I enjoy the work in this course because Im interested in it.
Its important that I improve my skills in the subject matter of this
course.
An important reason why I do the work in this course is because I like
to learn new things.
Intrinsic interest Measure #2. Responses were provided on a 5-point Likerttype scale from not at all true to very true.
In this course, understanding the concepts is more important to me
that the grade I get.
(continued)
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Appendix B (continued)
An important reason why I do my assignments in this course is because
I want to get better grades (reverse scored).
Perceived usefulness measure. Responses were provided on a 5-point Likerttype scale from strongly disagree to strongly agree.
I have learned useful skills in this course.
I have gained useful knowledge in this course.
I think what I am learning in this course is useful for me to know.
Satisfaction with the course Measure #1. Responses were provided on a
5-point Likert-type scale from strongly disagree to strongly agree.
I am satisfied with what Ive been learning in this course.
I have really enjoyed the subject matter in this course.
Taking this class has been a positive experience for me.
An important reason I do my assigned work in this course is because
I enjoy it.
I would recommend this course to friends and colleagues.
Declaration of Conflicting Interests
The author(s) declared no conflicts of interest with respect to the authorship and/or
publication of this article.
Funding
The author(s) received no financial support for the research and/or authorship of
this article.
Notes
1. Essay exam questions typically provided students with a situation requiring the
application of course conceptssay a worker who is apparently not motivated
or a difficult and emotional conflict situationand asked students to recommend
ways for dealing with the problem, along with a rationale for the approach taken.
The take-home case was roughly 20 pages long and the students had 24 hours to
return an analysis of the problem, a delineation of the key human resource issues
in question, and a set of detailed recommendations.
2. The questionnaire that assessed intrinsic motivation, satisfaction, and perceived
usefulness was anonymous, so no comparison by gender or age was possible.
However, after I taught these two classes again in Fall 2010, I administered the
same questionnaire and this time collected age and gender data. In this sample,
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