INTRODUCTION:

“I hear, and I forget. I see, and I remember. I do, and I understand” — Ancient Chinese proverb.

Education entails structured training and instructions that develop an individual for the future. It calls for acquiring knowledge, skills and ability from such training and instruction. Creation and sharing of knowledge is an important aspect of education. In today’s world children grow up using increasingly multimodal and new technologies Okeke, Van Wyk & Phasha (2014) researchers argue that several technologies and innovative practices give shape to what is known to be literacy in the 21^st century as these factors continue to impact on how information gets communicated and exchanged.

As a result of it the question that arises is whether the present-day pedagogy curriculum for teaching practice identifies all these important skills. Marais and Meier (2004) propounded that the term teaching practice refers to the span of experiences to which student teachers get exposed while they are working in classrooms and schools. Therefore understanding the relationship between the mentors and teaching practice adopted for students becomes important.

Teaching Pedagogy provides frameworks to the large number of decisions teachers have to take about how to teach. Innovation involved in pedagogy, makes use of existing ideas and practices bringing them in collaboration to find new ways to solve problems when current practice is not meeting needs to an acceptable limit. Because of the transforming changes in information, communication, and technology, even the role of teachers is reshaping itself and is becoming more significant in a way that teachers need to give thought about various teaching practices for eager students Leu, Kinzer, Coiro, & Cammak (2004). Weiss and Legrand (2011) argue that the innovation concept is a process and not an outcome. According to them innovation occurs “when people make use of innovative thinking” and have conceptualized innovative thinking as a process which problems get solved through discovering, amalgamating, and setting out insights, ideas, and methods in new ways. This can also be explained as “implementation of new ideas for creating a positive change. The same authors also highlighted that for innovative thinking to flourish, several encouraging enablers must be in place, such as the support of leaders, nurturing culture, effective organization practices, and skills development. There is need to unravel the perceptions of both the teachers and students concerning the actual use of innovation in education. Not much information is yet available in the literature concerning the overall perception of innovative practices in Business schools. In conclusion, more research is needed to unpack the potential of innovative practice for learning. Therefore, the main aim of this conceptual article is to explore the various innovative practices used by teachers of B-schools and highlighting their benefits, so that these could be adopted by other Management schools too. The primary research question for this research article is - How the faculty of B schools makes use of innovation as a medium of for teaching and learning? The Sub-research questions are-What are the factors that impede or encourage innovative learning by faculty? And What are the several innovative teaching practices used in B-Schools for teaching?

LITERATURE REVIEW:

Cropley (2009) recommended that teachers who encourage creative learning environments act as sources of inspiration for students. He condensed the literature and found that the enablers of creativity in education are those who motivate their students to learn independently, usually prefer cooperative and socially integrative style of teaching, focus on mastering factual knowledge; they encourage self-evaluation and take feedback and questions seriously. They help students learn to deal with frustration and failure. Many Researchers (Roschelle, Pea, Hoadley, Gordin, & Means, 2000; Bransford, Brown, & Cocking, 2000) have put forward that a many features of new technologies are steady with the concepts of the science of learning and bear a promise for upgrading education. According to them innovative information and communications technologies can build an exciting

Curriculum supported by real-world problems into the classrooms, and supply tools to enhance learning. The interaction of technologies is considered as a key feature that allow students to receive test and reflect on their ideas, feedback on their performance and revise understanding. The innovative networked technologies can enable teachers as well as students build up local and worldwide communities that connect them with interested people and magnify opportunities for learning. It is documented that some teachers are embarking on the use technology to change pedagogy and curriculum (Means and Olson, 1995; Sandholtz, Ringstaff, and Dwyer, 1997, Means, Penuel, and Padilla, 2001; Schofield and Davidson, 2002). As a replacement of only increasing the acquisition of facts related to specific subject areas, teams of students are involved in solving complex and real organizational problems that cross disciplinary boundaries. Instead of imparting knowledge, teachers formulate projects, and arrange for access to appropriate resources. These approaches advance the concept of learning further on the memorizing the facts and procedures towards learning as a process of creating knowledge (Bransford and Cocking, 2000). Several studies have also put forward a more blended role for ICT in curriculum (Means and Olson, 1995; Means, Penuel, and Padilla, 2001; Sandholtz, Ringstaff, and Dwyer, 1997; Schofield and Davidson, 2002). Increasingly, ICT is being incorporated into various subjects in the curriculum allowing students to handle and solve complex problems, communicate as well as collaborate. Research has stated that adding the technologies of 21^st century to the teaching practices of 20^th century would just strengthen the effectiveness of teaching.

Yelland (2006) explained that learning with technology means much more than just making learning activities digital, it also includes creating surroundings for learning by making use of new technologies in integrated and meaningful ways to enhance the production of knowledge and the communication and also spreading of ideas. Niederhauser et aland Becker et al (2001) differentiated between two kinds of teachers, one are the ones who have a constructivist approach and others are the one who have a more behaviorist approach to the use of innovation in education. Specifically the teachers who hold more traditional beliefs of teaching and learning have tendency to use didactic instructional methods while teachers using constructivist approach tend to use inquiry based approach. A clear and deeper understanding of their beliefs is distinctly a first step in the development educational innovations relating to classroom learning. In actual fact a large number of studies undertaken over the years in different countries, Example- Boyatzis and Renio- 1989 (USA) , Ishida, 1997-(Japan) , Kagono, 1996-(South Africa) , Nabi and Bagley- 1999 (UK); Neelankavil-1994 and Pesulima, -1990 (Indonesia) have shown that MBA programs in a way contribute to developing the capabilities and competencies of graduates. Datar and Cullen (2010) have done an empirical study of MBA programs in Europe and the United States and it was found that business school research is pertinent to the business practice and the study reflected that the level of engagement of MBA students is very low in academic matters. It was concluded and suggested that business schools should reconsider their value proposition by evaluating the facts, framework and theories they teach and also there is need to rethink about their curriculum relating to both hard and soft skills, values and attitudes, which are the key point areas and central aim of the management practice. Analysis revealed eight met needs of B-schools- (a) There was need for students to gain a real global perspective; (b) development of leadership, enhanced emotional intelligence and the ability to motivate and lead ethically (c) requirement of integrating concepts through a multidisciplinary approach that allows students in solving problems (d) An understanding of power and politics among students in order to understand and gain an insight on how organizational processes work (d) Dearth of creative and innovative thinking and desire to pursue them (e) the requirement of development of both oral and written communication skills i.e enhancing conniving power (f) understanding of risks and how they affect other people beyond oneself and (g) the demand for balancing practice, theory, and experience altogether. There is dearth in literature of studies dedicated to rethinking the methodologies of teaching business education. From the various teaching methods used in business education some have more benefits than others and some are more identified in business education than others. Fullan (2011) prepared three significant dimensions for educational innovation: (1) using adaptive material (2) using new teaching approaches and (3) the feasible change of beliefs. There is need to investigate perceptions about them because technological innovation is critical for predicting the success of its integration in classroom practice.

OBJECTIVES:

The objectives of this research study are as follows:

1. To reflect on the various innovative teaching practices adopted as part of teaching pedagogy in B-Schools.

2. To analyse the advantages of such practices, also analyse the enablers and barriers of it.

3. To provide valuable suggestions to encourage innovative methods in teaching.

Innovative Teaching Practices Adopted By B-Schools:

Innovative teaching involves using innovative methods and teaching learning materials for the benefit of students (Mandula, Meda, and Jain, 2012). The effect of innovative teaching and learning practices on development creativity and learning is a major trend in educational research these days. As an outcome, many new approaches focusing on learning of students have been developed. This section will examine the various trends innovative teaching practices:

1. Experiential Learning:

It refers to the process of learning through experience which has become a trend in learning. In recent times, experiential learning has gained more popularity and acceptance in education and is considered an excellent way to promote creativity and innovation in management schools. The students instead of hearing or reading about others’ experiences and knowledge, build their knowledge through first-hand experience (Casanovas, Miralles, Gomez, and Garcia, 2010; Kolb, 1983; Patrick, 2011). Experiential learning is of two types: field-based and classroom-based learning. Field-based experiential learningincludes practices such as summer internships, apprenticeships, industrial visits and field-trips (Lewis and Williams, 1994). It is extension of skill and understanding in meaningful ways from the classroom in meaningful ways to real-world experiences (Rogoff, 1991). Students develop multiple skills which includes creativity, higher order thinking and interaction with field experts (Collins, 1987). Classroom-based experiential learning on the other hand relates to giving a Handson approach to students for learning, making use of simulations, pragmatic projects, corporate competitions, case-studies, role-plays, and cooperative learning through projects and problem solving (Lewis and Williams, 1994). In India experiential learning is more rigour in FMS as compared to IIMs.

2. Authentic Learning:

This type of learning brings real life problems in the classroom, but still this practice is not much used. It is an umbrella term for several pedagogic methods. It involves use of tools and techniques with which students are already familiar. The goal is to develop students’ ability to work through real-life problems, focus is on how students’ synthesized bits of information, improve their flexible thinking, and develop patience with messy problems (Lombardi, 2007). Classroom culture involve students to solve questions by making use of a single formula or algorithm, but compared to it real-life problems are complex and require multidisciplinary thinking (Schoenfeld, 1992, Newmann, Bryk, and Nagaoka (2001) A study was conducted concerned about the benefits of authentic learning. Investigation was done on taking measure of the effect of authentic pedagogy on students’ mathematical abilities and attainment on standardized tests. The research suggested that authentic pedagogy is an outstanding way of building student comprehension in subjects.

3. Writing Case Study:

The faculty members create their own case studies based upon the experience and conceptual knowledge. This depicts the challenges faced by leading companies. Even the students are encouraged to write their own case studies and business plans. In order to inculcate understanding of case study, the course can include sessions in which the structure of the case could be explained. Students can do industry visits and after discussing with the entrepreneurs and the staff of the companies prepare the cases.

4. Flip classes:

This technique, to put simply, is to roll the responsibility of learning towards the students and make them active participants of the learning process. B-schools like SP Jain Institute of Management and Research (SPJIMR) and Indian School of Business (ISB) are some of the pioneers of flip classroom in India. Through this teachers circulate resource or material email or internet, students then gather concepts, construct knowledge, and draw inferences from the video. It is generally followed by a discussion session on the given topic to make sure students follow it seriously, participate and learn. Apart from discussions group presentations, debates, and essay writing competitions are also held.

5. Blended Learning:

The blended system includes combination of online learning along with face-to-face teaching. The re are several benefits of such an approach. Business schools get the chance to change the way they teach through internet. Even when a particular class finishes, the learning process can continue outside of the classroom thanks to the available technology that allows reinforcing face-to-face classes by means of employing interactive online tools.

6. Peer teaching:

It is also one of the most effectual strategies to take the learning curve up. Through this usually students get paired such that one is high performer and other is the one struggling in a subject area. It creates a platform of knowledge sharing among students at the same time also harbors healthy competition.

7. Inquiry-Based Learning:

In this approach students make investigations, look for information, and ask questions. This help in developing connections and more flexible thinking. Students are given opportunities for exploration, creativity, and building connections (Ontario Ministry of Education, 2014).

8. Multidisciplinary Integrative Projects:

After collaborating with a wide range of organizations integrative projects are executed with the support of the faculty. The projects are done in teams of students with different professional backgrounds, they learn from each other and after using everyone’s experience create a better outcome. The subjects of the projects include a wide variety of enterprises from very diverse industrial sectors, as well as a variety of government entities.

9. Diagnostic Evaluation:

To know about each student diagnostic evaluation is conducted. It allows in determining what the student knows what he what he believes he knows. This type of evaluation allows the student to evaluate his or her areas of strengths, weaknesses, opportunities and threats, also generate actionplans that will make him/her more effective. Diagnostic evaluations can be of different types, it can be done by taking tests of Personality Traits, Emotional Intelligence, and Leadership Styles and Critical Thinking.

10. Use of Mind Maps:

Tony Buzan developed mind maps were in the late 60s as a method of helping students make notes that used only key words and images, it can be used by instructors to explain concepts in an innovative way.

11. M-learning:

Mobile e-learning refers to the ability to learn anywhere anytime by making use of devices like cell phones, portable computers and tablet PCs without any permanent physical connection to networks. mobile devices have become very popular and the emergence of India as the second largest telecom market in the world highlights the fact that m- learning can be used as an effective educational tool in India.

CONCLUSION:

With the advent of Information and communication technology innovations in the teaching field have made a drastic change from the old paradigm of teaching and learning to modern ways. It is the role of student which is more important than instructors. Interactive teaching and the need of innovation induction is inevitable because of the introduction of multimedia technology .Due to increased global competitiveness and more knowledge driven society emphasis is being laid on the quality education. It has become necessary for improvement of B schools’ performance and quality education. In order to become successful in this direction it is recommended that Curriculum should be designed in such a way that offers learners the right chance to develop their cognitive and creative potential. There should be Seminars, conferences and workshops held periodically for teachers on innovation management .Faculty members should be encouraged to develop interest in the use of ICT tools, at the same time in proper training should be provided in the use of these ICT tools. The college should encourage industry expert interaction through guest lectures and Industrial visits. For enabling students to develop competencies such as obtaining a global perspective of the business world or being able to integrate theory, practice, and experience. Development of effective learning methodologies that enable meeting the challenges faced by management education today. For that strategic planning should be adopted by management. The innovative strategies need to be implemented and should be modified according to the students’ needs.

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Received on 29.04.2019 Modified on 20.05.2019

Res. J. Humanities and Social Sciences. 2019; 10(3):913-917.

DOI: 10.5958/2321-5828.2019.00150.5