Be the Change You Want to See: Problem-Based Learning to Promote Diversity, Justice, Equity, Inclusion, Belonging, and Sustainability in the Classroom and Workplace
Abstract
:1. Introduction
2. Problem-Based Learning
2.1. Benefits of Problem-Based Learning
2.2. Development of Problem-Based Learning
- Step 1: Define Objectives of Problem-Based Learning Assignment
- Learn the foundational knowledge of human behavior in organizations;
- Develop an understanding of the impact of human behavior on organizational outcomes;
- Apply the knowledge in contemporary organizational settings.
- Step 2: Determine Structure of Problem-Based Learning Assignment
- Step 3: Design Activities of Problem-Based Learning Assignment
3. Method
3.1. Data Collection
3.2. Analytic Procedures
4. Results
5. Discussion
5.1. Scholarly Implications
- “how free the instructions were as it was up to me and my group members to solve problems”
- “researching companies to know the backstory to them”
- “collaborating and designating tasks individually; working on a real-life situation; being able to apply knowledge from class”
- “real problem-solving; creative solutions; whole semester to complete; open topics”
- “basic structure of the project was supplied but the subject was very open-ended”
- “our weekly discussions on new info found”
- “coming up with interview questions”
- “how we interact with others in this project because we had to look up interviews from different fields and their different objectives of the situation”
- “the class time we had to brainstorm”
- “together collaboration and come up with problem and solution”
- “learning about a new topic that I initially had little knowledge about”
- “researching a well-known company to understand what I do and do not want to represent in the future”
- “how it made me look into the problems of different companies I didn’t know about”
- “just learning about the issue of [company name] further; it was a very informative assignment”
- “finding diversity problems and learning each team member’s perspective to put into a presentation”
- “making new connections”
- “collaborating with my team; meeting other students”
- “putting ideas together with other people”
- “good team work”
- “all team members worked very hard and I learned a lot from each team member”
- “hearing other people’s ideas”
- “learning from others”
- “convening as a group and talking about our next steps”
- “collaborating and delegating tasks”
- “we were able to come together and actually work like a business”
- “how we had the freedom to pick the topic and how my team was very open and understanding and helpful”
- “that I was able to get closer to my group members; I was also able to do more engagement than I thought”
- “getting to know the team better; we didn’t only talk about the project, we talked about our personal lives”
5.2. Limitations and Future Research
- “I wish meeting together was easier, but made easier by doing some in class.”
- “I wish we had more time in class to work on the project.”
- “I wish we had more time in class to meet with our team members.”
- “I wish to have more people for a team project.”
- “I think it is really well thought-out. I don’t think I would change anything about the project in general. My specific project could have used some more work on the solutions.”
- “Nothing, I really enjoyed it.”
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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PURPOSE The purpose of the project is to acquire highly relevant professional skills by identifying and analyzing challenges of managers in contemporary organizations. As a team, you collaborate and develop an initiative related to diversity, justice, equity, inclusion, belonging, or sustainability. This is an opportunity to apply your conceptual and theoretical knowledge from the course to important contexts and network with the business community. |
STRUCTURE In 5 face-to-face sessions, you get time to collaborate with your team members. Each team has to determine the extent to which it needs to collaborate outside of these sessions or needs to prepare for in-class collaboration. These are the face-to-face sessions in which you are expected to collaborate as a team and their assigned activities that contribute to the completion of the project: |
In-Class Team Meeting 1: 8 September 2022
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In-Class Team Meeting 2: 15 September 2022
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In-Class Team Meeting 3: 22 September 2022
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In-Class Team Meeting 4: 20 October 2022
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In-Class Team Meeting 5: 27 October 2022
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REQUIREMENTS A project presentation is required from each team, which presents the team’s work and findings throughout the semester. Each team is required to record a video of their presentation and to submit the video as an mp4 file through Canvas. To record the video, you can, for example, schedule a Zoom meeting with your team members, share slides or any other materials during the meeting, and record a video of the meeting. The project presentation should last approximately 15 min, include references in APA style, and be targeted towards relevant stakeholders. All team members are expected to equally participate in the project presentation. Each team is encouraged to find an adequate balance of professionalism and creativity for their presentation. After the project presentation has been submitted, students are required to participate in the team performance evaluation. The purpose of the team performance evaluation is to reflect about the own performance and the performance of each team member while collaborating on the project. |
Hypothesis | Survey Item | Response Format |
---|---|---|
1 | I am well informed about the problems that contemporary organizations face. | 1 = strongly disagree; 5 = strongly agree |
2 | Topics that center around diversity, justice, equity, inclusion, belonging, or sustainability are important to me. | 1 = strongly disagree; 5 = strongly agree |
3 | I want to make a difference in society. | 1 = strongly disagree; 5 = strongly agree |
4 | I have foundational knowledge about human behavior in organizations. | 1 = strongly disagree; 5 = strongly agree |
5 | I understand how human behavior affects organizational outcomes. | 1 = strongly disagree; 5 = strongly agree |
6 | How prepared do you currently feel to take on the responsibilities of a manager in an organization? | 1 = not prepared at all; 5 = very prepared |
7 | I feel connected to peers at [name of institution]. | 1 = strongly disagree; 5 = strongly agree |
8 | How prepared do you currently feel to solve conflict in workgroups or teams? | 1 = not prepared at all; 5 = very prepared |
9 | I am generally able to identify relevant information. | 1 = strongly disagree; 5 = strongly agree |
10 | I am generally able to access relevant information. | 1 = strongly disagree; 5 = strongly agree |
11 | I generally consider all available information and form an independent opinion. | 1 = strongly disagree; 5 = strongly agree |
12 | When I am confronted with a problem, I feel well equipped to critically think about all aspects of the problem and form an objective judgement. | 1 = strongly disagree; 5 = strongly agree |
13 | When I am confronted with a problem, I feel well equipped to come up with an innovative solution. | 1 = strongly disagree; 5 = strongly agree |
Variable | Treatment Group | Control Group | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
N | Mn | SD | 25P | Md | 75P | N | Mn | SD | 25P | Md | 75P | |
H1 Pretest | 97 | 3.05 | 0.83 | 2 | 3 | 4 | 144 | 3.15 | 0.82 | 3 | 3 | 4 |
H1 Posttest | 46 | 3.98 | 0.80 | 4 | 4 | 5 | 55 | 3.65 | 0.82 | 3 | 4 | 4 |
H2 Pretest | 97 | 4.09 | 0.78 | 4 | 4 | 5 | 144 | 4.16 | 0.91 | 4 | 4 | 5 |
H2 Posttest | 46 | 4.57 | 0.78 | 4 | 5 | 5 | 55 | 4.31 | 0.92 | 4 | 5 | 5 |
H3 Pretest | 97 | 4.12 | 0.77 | 4 | 4 | 5 | 144 | 4.20 | 0.75 | 4 | 4 | 5 |
H3 Posttest | 46 | 4.43 | 0.69 | 4 | 5 | 5 | 55 | 4.24 | 0.79 | 4 | 4 | 5 |
H4 Pretest | 97 | 3.26 | 0.86 | 3 | 3 | 4 | 144 | 3.61 | 0.76 | 3 | 4 | 4 |
H4 Posttest | 46 | 4.28 | 0.62 | 4 | 4 | 5 | 55 | 4.16 | 0.71 | 4 | 4 | 5 |
H5 Pretest | 97 | 3.57 | 0.97 | 3 | 4 | 4 | 144 | 4.16 | 0.67 | 4 | 4 | 5 |
H5 Posttest | 46 | 4.39 | 0.65 | 4 | 4 | 5 | 55 | 4.48 | 0.69 | 4 | 5 | 5 |
H6 Pretest | 97 | 3.10 | 1.15 | 2 | 3 | 4 | 144 | 3.21 | 1.03 | 3 | 3 | 4 |
H6 Posttest | 97 | 1.85 | 2.02 | 0 | 0 | 4 | 144 | 1.39 | 1.84 | 0 | 0 | 3 |
H7 Pretest | 97 | 3.21 | 0.66 | 3 | 3 | 4 | 144 | 3.17 | 0.86 | 3 | 3 | 4 |
H7 Posttest | 46 | 3.52 | 0.81 | 3 | 3 | 4 | 55 | 3.47 | 1.03 | 3 | 4 | 4 |
H8 Pretest | 97 | 3.31 | 1.07 | 3 | 3 | 4 | 144 | 3.63 | 1.04 | 3 | 4 | 4 |
H8 Posttest | 97 | 1.93 | 2.08 | 0 | 0 | 4 | 144 | 1.50 | 1.97 | 0 | 0 | 4 |
H9 Pretest | 97 | 4.04 | 0.65 | 4 | 4 | 4 | 144 | 4.19 | 0.51 | 4 | 4 | 4 |
H9 Posttest | 46 | 4.37 | 0.57 | 4 | 4 | 5 | 55 | 4.27 | 0.49 | 4 | 4 | 5 |
H10 Pretest | 97 | 4.01 | 0.67 | 4 | 4 | 4 | 144 | 4.14 | 0.61 | 4 | 4 | 5 |
H10 Posttest | 46 | 4.30 | 0.66 | 4 | 4 | 5 | 55 | 4.31 | 0.54 | 4 | 4 | 5 |
H11 Pretest | 97 | 4.06 | 0.72 | 4 | 4 | 5 | 144 | 3.98 | 0.75 | 4 | 4 | 4 |
H11 Posttest | 46 | 4.43 | 0.58 | 4 | 4 | 5 | 55 | 4.07 | 0.66 | 4 | 4 | 5 |
H12 Pretest | 97 | 3.81 | 0.78 | 3 | 4 | 4 | 144 | 3.91 | 0.77 | 4 | 4 | 4 |
H12 Posttest | 46 | 4.26 | 0.68 | 4 | 4 | 5 | 55 | 4.15 | 0.65 | 4 | 4 | 5 |
H13 Pretest | 97 | 3.54 | 0.95 | 3 | 4 | 4 | 144 | 3.77 | 0.82 | 3 | 4 | 4 |
H13 Posttest | 46 | 3.98 | 0.68 | 4 | 4 | 4 | 55 | 3.76 | 0.67 | 3 | 4 | 4 |
Variable | N Pretest | Mn Pretest | N Posttest | Mn Posttest | Means Diff. |
---|---|---|---|---|---|
H1 Control | 144 | 3.15 | 55 | 3.65 | 0.50 *** |
H1 Treatment | 97 | 3.05 | 46 | 3.98 | 0.93 *** |
H2 Control | 144 | 4.16 | 55 | 4.31 | 0.15 |
H2 Treatment | 97 | 4.09 | 46 | 4.57 | 0.47 *** |
H3 Control | 144 | 4.20 | 55 | 4.24 | 0.03 |
H3 Treatment | 97 | 4.12 | 46 | 4.43 | 0.31 ** |
H4 Control | 144 | 3.61 | 55 | 4.16 | 0.56 *** |
H4 Treatment | 97 | 3.26 | 46 | 4.28 | 1.02 *** |
H5 Control | 144 | 4.16 | 55 | 4.48 | 0.32 *** |
H5 Treatment | 97 | 3.57 | 46 | 4.39 | 0.82 *** |
H6 Control | 144 | 3.21 | 144 | 1.39 | −1.82 *** |
H6 Treatment | 97 | 3.10 | 97 | 1.85 | −1.26 *** |
H7 Control | 144 | 3.17 | 55 | 3.47 | 0.31 ** |
H7 Treatment | 97 | 3.21 | 46 | 3.52 | 0.32 ** |
H8 Control | 144 | 3.63 | 144 | 1.50 | −2.13 *** |
H8 Treatment | 97 | 3.31 | 97 | 1.93 | −1.38 *** |
H9 Control | 144 | 4.19 | 55 | 4.27 | 0.08 |
H9 Treatment | 97 | 4.04 | 46 | 4.37 | 0.33 *** |
H10 Control | 144 | 4.14 | 55 | 4.31 | 0.17 * |
H10 Treatment | 97 | 4.01 | 46 | 4.30 | 0.29 ** |
H11 Control | 144 | 3.98 | 55 | 4.07 | 0.09 |
H11 Treatment | 97 | 4.06 | 46 | 4.43 | 0.37 *** |
H12 Control | 144 | 3.91 | 55 | 4.15 | 0.24 ** |
H12 Treatment | 97 | 3.81 | 46 | 4.26 | 0.45 *** |
H13 Control | 144 | 3.77 | 55 | 3.76 | −0.01 |
H13 Treatment | 97 | 3.54 | 46 | 3.98 | 0.44 *** |
Variable | N Control | Mn Control | N Treat. | Mn Treat. | Means Diff. |
---|---|---|---|---|---|
H1 | 55 | 0.47 | 46 | 1.00 | 0.53 *** |
H2 | 55 | 0.25 | 46 | 0.50 | 0.25 ** |
H3 | 55 | 0.05 | 46 | 0.28 | 0.23 * |
H4 | 55 | 0.58 | 46 | 1.00 | 0.42 *** |
H5 | 55 | 0.37 | 46 | 0.83 | 0.46 *** |
H6 | 144 | −1.82 | 97 | −1.26 | 0.56 ** |
H7 | 55 | 0.27 | 46 | 0.39 | 0.12 |
H8 | 144 | −2.13 | 97 | −1.38 | 0.74 *** |
H9 | 55 | 0.11 | 46 | 0.26 | 0.15 * |
H10 | 55 | 0.06 | 46 | 0.24 | 0.18 |
H11 | 55 | 0.09 | 46 | 0.30 | 0.21 * |
H12 | 55 | 0.24 | 46 | 0.35 | 0.11 |
H13 | 55 | 0.05 | 46 | 0.41 | 0.36 ** |
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Renz, F.M.; Vogel, J.U.N. Be the Change You Want to See: Problem-Based Learning to Promote Diversity, Justice, Equity, Inclusion, Belonging, and Sustainability in the Classroom and Workplace. Merits 2024, 4, 79-94. https://doi.org/10.3390/merits4010006
Renz FM, Vogel JUN. Be the Change You Want to See: Problem-Based Learning to Promote Diversity, Justice, Equity, Inclusion, Belonging, and Sustainability in the Classroom and Workplace. Merits. 2024; 4(1):79-94. https://doi.org/10.3390/merits4010006
Chicago/Turabian StyleRenz, Franziska M., and Julian U. N. Vogel. 2024. "Be the Change You Want to See: Problem-Based Learning to Promote Diversity, Justice, Equity, Inclusion, Belonging, and Sustainability in the Classroom and Workplace" Merits 4, no. 1: 79-94. https://doi.org/10.3390/merits4010006
APA StyleRenz, F. M., & Vogel, J. U. N. (2024). Be the Change You Want to See: Problem-Based Learning to Promote Diversity, Justice, Equity, Inclusion, Belonging, and Sustainability in the Classroom and Workplace. Merits, 4(1), 79-94. https://doi.org/10.3390/merits4010006