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Research on Sustainable Teaching Models of New Business—Take Chinese University Business School as an Example

Author

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  • Sihua Li

    (Business School, Faculty of Economics, Liaoning University, Shenyang 110136, China)

  • Ying Li

    (Business School, Faculty of Economics, Liaoning University, Shenyang 110136, China)

  • Haohan Lin

    (College of Communication, Liaoning University, Shenyang 110136, China)

Abstract

Sustainable teaching model innovation is an important way to build a new business discipline in Chinese university business school; however, its effective implementation faces various challenges. This paper conducts an exploratory study on the current status of teaching practices in the business school of L University using personal interviews and questionnaire surveys. This paper compares the main performance of three stages in the initiation of teaching activities, use of teaching methods, and evaluation of teaching effectiveness in the business school of L University. We used project-based learning (PBL) theory, modular teaching theory, and deliberate practice theory to analyze three problems in business school teaching practice: lack of linkage between business knowledge modules, lack of articulation between business theory and business practice, and lack of systematic thinking in course assessment and evaluation. Based on the analysis of the above problems, this paper proposes three countermeasures: to reconstruct the relationship of “course-knowledge-tool” with modular thinking, to strengthen the linkage between theory and practice with deliberate practice, and to promote systemic thinking with real problems assessment. This research is essential to cultivate new business talents with “business theory + business skills + system logic”, and to build a new business talent education system for the digital economy and new consumer development requirements.

Suggested Citation

  • Sihua Li & Ying Li & Haohan Lin, 2023. "Research on Sustainable Teaching Models of New Business—Take Chinese University Business School as an Example," Sustainability, MDPI, vol. 15(10), pages 1-15, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:8037-:d:1147488
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    References listed on IDEAS

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    1. Samreen Akhtar & Mansour Saleh Albarrak & Alam Ahmad & Hafiz Wasim Akram & Mohammad Daoud Ciddikie & Akbar Ali, 2022. "Drivers of Student Entrepreneurial Intention and the Moderating Role of Entrepreneurship Education: Evidence from an Indian University," Discrete Dynamics in Nature and Society, Hindawi, vol. 2022, pages 1-15, March.
    2. José Hanham & John McCormick & Adam Hendry, 2020. "Project-based learning groups of friends and acquaintances: The role of efficacy beliefs," The Journal of Educational Research, Taylor & Francis Journals, vol. 113(2), pages 133-144, February.
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    Cited by:

    1. Ying Qu & Si Chen & Shugui Cao, 2023. "Examination in Accordance with Aptitude: Selection and Optimization of Curriculum Assessment Methods in Higher Education Adapted to the Teacher–Student Game Behaviors," Sustainability, MDPI, vol. 15(19), pages 1-26, September.
    2. Ankui Hu & Xianhui Mao & Chenghua Fu & Mengkun Wu & Shuai Zhou, 2023. "Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory," Sustainability, MDPI, vol. 15(11), pages 1-20, June.
    3. Fan Zhang & Hongxia Yang & Shengbin Li, 2024. "A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example," Sustainability, MDPI, vol. 16(4), pages 1-20, February.

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