Learning Approaches and Outcome‐Based Teaching and Learning: A Case Study in Hong Kong,China

Outcome‐based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome‐based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended learning outcomes. This study explores whether and how outcome‐based teaching impacts on the learning approaches of one cohort of undergraduate business students at a university in Hong Kong, China to undergo outcome‐based teaching, newly introduced as part of a university‐wide policy to adopt OBTL. The learning approaches of these business students were measured using John Biggs's (1987 Biggs, J. 1987. Student approaches to learning and studying, Melbourne: Australian Council for Educational Research.  [Google Scholar]) Study Process Questionnaire (SPQ) to determine whether these students tended to favor surface learning approaches, deep learning approaches, or achieving learning approaches upon initial entry into the university. Changes in learning approaches were tracked, after a semester's exposure to OBTL, through survey and focus group interview methods. Findings indicated a significant amount of transference between learning approaches deployed by these students, demonstrating a high level of adaptability.     

Transfer of Marketing Knowledge Within Business‐Nonprofit Collaborations

Companies often develop collaborative joint ventures with nonprofits, and sometimes help their nonprofit partners with the marketing activities associated with these projects. Often, the assistance furnished is embodied in a transfer of knowledge from a firm to a nonprofit and involves knowledge about marketing techniques, strategies and methods. This article presents the results of a survey concerning the extents, natures and effectiveness of marketing knowledge transfers taking place between 291 UK enterprises and their nonprofit partner organisations. The survey covered the knowledge transfer methods that companies employed, the scope of the knowledge communicated, the factors that encouraged or impeded marketing knowledge transfer, and the considerations that determined which partner completed most of the marketing tasks associated with a project. It emerged that knowledge transfers occurred mainly through face‐to‐face communications, though with little formal teamworking. Both the extent and the effectiveness of transfers depended on the degree of marketing knowledge within the nonprofit partner, on levels of knowledge specificity and project complexity, and on the financial importance of the collaboration. The extent of knowledge transfer was additionally influenced by cultural and organisational distance. Similar considerations affected commercial partners' decisions to do most of the marketing work required by a collaboration. Such decisions were especially likely if anti‐marketing bias existed within the nonprofit organisation and if the nonprofit's staff knew little about marketing.