THE NETWORK FOR INTERACTIVE AND INTEGRATED

LEARNING (NIIL) IN BUSINESS STUDIES

Eija Koskivaara

, Riitta Koskimies

and Pasi Jokinen

Department of mangement, Institute of Information Systems Science

Turku School of Economics, Rehtorinpellonkatu 3, 20500 Turku, Finland

Finnish language and communication

Turku School of Economics, Rehtorinpellonkatu 3, 20500 Turku, Finland

International Business

Turku School of Economics, Rehtorinpellonkatu 3, 20500 Turku, Finland

Keywords: Interaction, Collaborative learning, Network building.

Abstract: Teaching students to understand, debate, and solve problems is one of the largest challenges educators face

in business education. Creating an interactive and integrated learning environment is one of the largest

challenges universities face in Finnish society. Due to feedbacks Turku School of Economics (TSE) decided

to increase the integration between subjects by approaching the study of business from modern, process-

based point of view. One reason for this was that TSE aims to be an internationally recognized actor in the

development of business expertise and it has defined interactive teaching and learning methods as a key

success factor. This paper describes the process and the present status quo of the developed network of

interactive and integrative learning (NIIL) in business studies. The NIIL has been real success case and

rewarded several times. Furthermore, the paper proposes some improvements proposals for the networks

like the NIIL.

1 INTRODUCTION

The challenges of teaching teamwork in

management and business communication programs

are endless (Cockburn-Wootten, Holmes and

Simpson 2008). For example, teaching students to

understand, debate, and solve problems is one of the

largest challenges educators face (Paladino 2008).

Creating an interactive and integrated learning

environment is one of the largest challenges

universities face in Finnish society. In business

schools, various disciplines are traditionally taught

in a fragmentary way. While graduates, bachelors or

masters, in business studies place themselves on

demanding management or specialist positions, in

which a total view on business operations is

required. This imbalance was also recognized by

local business community in the nineties. In

addition, the business community argued that

besides multidisciplinary thinking a graduate in

business studies needs good personal skills in

information gathering, communication and team

work.

At the same time, Turku School of Economics

(TSE) was in the middle of its strategy process. TSE

decided to reply to the call of enterprises by

increasing the integration between subjects. Indeed,

a process-based study approach was launched to

familiarize students with real business life cases.

Most of these cases were provided by local business

community which is one way to deepen the

collaboration with local companies. This kind of

collaboration is important as results of Buys and

Burshall (2007) study indicate that university-

community partnerships provide many benefits to

university research, teaching and learning,

community recognition and status. Another

adjustment was set on a way of teaching and

learning. High priority was set on a public

performance of students as well as communication

and team working skills. In order to succeed, the

team work needs organisational support (Kolb and

Sandmeyer 2008), and that was provided in our case

organisation from the beginning of the project.

In practice, the above meant inside the university

that different subjects jointly committed to

211

Koskivaara E., Koskimies R. and Jokinen P. (2009).

THE NETWORK FOR INTERACTIVE AND INTEGRATED LEARNING (NIIL) IN BUSINESS STUDIES.

In Proceedings of the First International Conference on Computer Supported Education, pages 211-216

DOI: 10.5220/0001973202110216

 SciTePress

implement a new interactive and practice-based

learning environment. This was a starting shot for

the network of interactive and integrative learning

(NIIL) in business studies at the university. The rest

of the paper is organized as follows. The framework

of NIIL is presented in the next section. Then we

describe the planning process in the NIIL. Next

section represents different learning environments

such as business simulation. After results and

implication section we discuss some improvements

proposals for the networks like the NIIL.

2 THE FRAMEWORK OF NIIL

The NIIL is a unique multidisciplinary teaching and

learning environment in the Finnish university

community. The teaching of subjects is integrated,

and emphasis placed on developing student skills in

applying learned knowledge to practical business

problems. The purpose is that, as early as the initial

stage of studies, the student develops an

understanding of the link between specialist work

and theoretical studies, and learns to apply

knowledge in a real business environment.

Within the NIIL framework students learn

(Hirokawa and Poole 1996, Bacon 2005, Boyer,

Weiner and Diamond 1984):

• to form an overall understanding of

theoretical knowledge associated with

different disciplines

• to apply theoretical knowledge to resolution

of typical questions in the business world

• to develop personal skills in presentation,

group work, project management and

negotiation.

In practice, the NIIL consist of two long-term

study modules (called I1 and I2 in this paper). Each

module lasts for one academic year, and each degree

student takes them during his/her first two years of

study. The study modules have part- time

coordinators. Figure 1 depicts the timing of different

modules as well as their relations to the different

subjects.

In total, some 30 teachers and researchers are

involved in the NIIL. They represent practically all

university departments and several special units,

such as the library and information services and the

continuing education unit. Through these personal

contacts the network has a highly interdisciplinary

nature.

Through the rotation of teachers involved in the

network, the important transmission of tacit

knowledge in the training of new teachers is

achieved in an effective way. To this end, for

example, pairs of teachers in the I1 module are

selected so that a junior teacher is always paired

with a senior, and the pair comprises teachers of

different subjects.

Marketing and

competition in business

year study

module I1:

Business and

entrepreneurship

tasks carried out

in teams: case

studies,

presentations,

familiarisation

visits and a

development

project done for a

mentor company

year

study

module I2:

Media

monitoring

Business

simulation

tasks

carried out

in teams

• Marketing

• International

business

• Microeconomics

Operational

environment of business

• Macroeconomics

• Economic

geography

•

Economic

sociology

•

Business law

•

Accounting

Mana

ement and

entrepreneurship

•

Management and

organisation

•

Logistics and

competitiveness

•

Information

systems

•

Entrepreneurships

Figure 1: The NIIL framework.

The coordination of NIIL circulates among

departments every two to three year. At the moment,

the NIIL is coordinated by the Department of

Management, but the university is widely committed

to its practical implementation. University

management has provided the work of the NIIL with

strong support. Teaching is included in the subjects’

own curricula, which adds a significant injection of

resources for the benefit of the study modules. The

university also finances the activity through funds

allocated to part-time teaching.

The NIIL is a result of long-term development

work, and is unique in structure. To our knowledge,

no other university would commit itself to such

broad cooperation transcending subject and

departmental boundaries, cooperation which

prepares students for the challenges of working life,

and which, by concrete means, creates an interactive

learning culture between teachers and students.

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3 THE PLANNING PROCESS OF

NIIL

The teachers of the NIIL are united and motivated

by the common principles of course planning and

learning methods used, rather than by organizational

structures. The cohesive force of the network of

more than 30 people is cooperation based on

extensive dialogue and interaction, aimed at finding

and using innovative forms of teaching, and

deploying the latest scientific research in teaching.

The principle of planning is that, instead of

teaching, the study modules create a learning

environment enabling in-depth learning, in which

the student:

• can apply the theoretical knowledge he/she

has learned in real world tasks or in tasks

simulating working life, and thereby can

build up his/her expertise by selecting and

analyzing new information in conjunction

with previous knowledge

• gains experience in personal skills by

participating actively in tasks required by

the interactive teaching methods, for

example as team leader.

Teaching is carried out using the principles of

experimental and problem-based learning and the

method of learning by doing. To facilitate this some

twenty mentoring companies have been committed

to course implementation over the years. Student

tuition stresses the significance of independent

study. The study modules are planned so that they

enable the student to challenge him/herself and to

receive extensive feedback.

Course planning is directed by the study module

coordinators. The 20 person group of teachers of

study module I1, Business and Teamwork Skills,

congregates four times a year at planning meetings.

The final meeting of the spring is devoted to

considering feedback from the past year, and

deciding on the curriculum for the following year.

Smaller groups of teachers are responsible for the

updating of both tasks and teacher and student

guidelines. All study module specialists take part in

the planning of study module I2A by proposing

topical themes related to the degree course content

for Media Monitoring. Study module I2B, Business

Simulation, is also planned by a group of teachers

representing a range of subjects.

4 LEARNING ENVIRONMENT IN

STUDY MODULE I1

The NIIL begins with the taking of study module I1

during the first year of studies. When the student is

sent his/her letter of acceptance of university, he/she

also receives a task, which helps in orientation to

academic studies and in setting one’s own targets for

the studies. Setting targets and single-mindedly

aiming for them is emphasized throughout the

course.

In the module I1, the students work in teams,

each of which is led by a pair of teachers (a total of

40 teams and 10 pairs of teachers). During the

autumn, these teams solve case studies and other

tasks. During the spring, the teams work for mentor

companies, and carry out project work for them –

usually a business research and development project.

The course program progresses so that the team

solves and reports on each task received in turn,

always learning from the previous one.

The applicable tasks are interrelated to other

studies undertaken during the first year. The I1

module proceeds simultaneously with subject based

theoretical studies, and in the subjects, care is taken

that information required in the applied tasks is

taught in the basic courses.

The module I1 has got the following feedback

from the 1

year student: “If the I1module didn’t

exist, it would certainly have to be created. I’ve

noticed clear progress, even if you (the teachers)

don’t even teach us anything.”

5 LEARNING ENVIRONMENT IN

STUDY MODULE I2

During the second year of studies, students in the I2

module are encouraged on the one hand to follow

and analyze topical economic events, and on the

other hand to develop and assess their own business

expertise. Media Monitoring (I2A) increases

knowledge of the economy, and inspires students to

observe and analyze current business phenomena.

Topical events are monitored over a period of six

months, and a report on a theme selected from a

given list of subjects is then prepared. These themes

are linked to subjects studied in basic courses during

the first and second years. The report should also

demonstrate a theoretical competence in the subject.

The analysis is assessed and feedback given by a

researcher versed in the subject.

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213

In Business Simulation (I2B), the students work

as the management group for a company which is

competing in a simulation gaming against other

companies. The students independently draw up a

business plan, check it and produce a written

analysis of companies competing in that particular

field. The students receive immediate feedback

concerning the operations of the company they are

managing and the reports they have drawn up. In

order to succeed during the game, the student must

be able to make operational and strategic decisions.

Their decision-making is based on various kinds of

information, such as economic indicators and annual

accounts information, and information concerning

the operating environment of the business.

Through tasks issued in the study modules,

students increase their business expertise in such

fields as problem solving and project management,

group work and other social skills, information

gathering and communication. The tasks based on

teamwork are assessed for the team as a whole,

whilst individual tasks are assessed personally. In

the grading of tasks, the feedback received by the

student is more important than the grade. Feedback

is received from other students, teachers and mentor

company representatives, and thus learning takes

place in a convincing social context. We argue, that

these tasks assessments are novelties in this kind of

educational program and help student in attaining a

deep understanding of the field.

6 RESULTS AND FEEDBACKS

The NIIL was examined more extensively in a

licentiate study carried out in 2004 entitled ‘An

action research into the development of learning

strategy at TSE’ (translation). These results show a

positive change in study culture and an increase in

interactivity, both in course planning and in learning

situations. The teachers report that they have felt the

effects of change in student work in relation to such

areas as time management, project expertise, group

work skills and information acquisition.

In 2006, the I1 module was awarded the prize for

‘the Teaching Achievement of the Year’ by the

Finnish Association of Business School Graduates.

The theme of the award was ‘the interactive skills of

the business school graduate’. The NIIL has also had

a major impact on the internal activities of the

university. Joint planning has increased the use of

interactive methods in all departments and

sharpened the core subject analysis in each case. It

has been possible to eliminate overlaps between

courses, and to increase the logical progression of

the degree of difficulty of studies.

On the basis of a follow-up study by the Finnish

Association of Business School Graduates (Suomen

Ekonomiliitto, SEFE), the following targets have

been achieved. For example, the study “Five years in

working life” (Viisi vuotta työelämässä 3/2007)

states that, for knowledge and skills considered

important in the work of a business school graduate,

‘the overall assessment of TSE is best when the

opinions of graduates from all educational units are

taken into account'. The next individual areas

received the highest assessment on a national scale:

information gathering skills, knowledge of the

foundations of business, communication in English

and Finnish, negotiation skills and the development

of analytical, systematic thought.

In a survey conducted in 2008, 67% of

undergraduate students themselves assess that the

basic courses, including the NIIL modules, have

succeeded in creating an integrated view on

business. All in all, it is considered that through

interactive teaching and functional methods, the

NIIL has had a particularly great impact on both

teaching and learning.

Mentor company relations have been long-term,

which shows that the business community is

satisfied with the work and results of the students.

The mentor company projects have been genuine

business problems, and according to the feedback

received, the companies have utilized the students'

reports. Recruitments have also been carried out on

the basis of personal contacts. Since 40 development

projects are undertaken in companies every year,

teaching also has a positive impact on regional

business activities.

7 DIALOGUE-BASED

DEVELOPMENT

The development has been, and will be, based on

continuing dialogue with the business community

and feedback given by the Finnish Association of

Business School Graduates. Student feedback

concerning all study modules is also being collected

and put to use. For example, at the end of the I1

module, the teams prepare a learning report, which

reflects targets set in the previous year of study.

These reports are sent to the Rector of TSE, who

prepares a summary of them and gives the teachers

feedback. Over the years, the number of areas

requiring improvement has decreased.

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Based on the reports, in the first year all students

learn project-based working methods, written

reporting and successful presentation skills. As far

as many skills are concerned, the students also

become more self-critical, as a result of the

concretization of working life requirements. This

concern, for example, the social skills required for

group work. Of the students who took the I2A study

module in 2008, 67% reported in their course

assessment that the module supported their

economic studies either well or excellently. The

students were, however, critical of the length and

workload of the study modules, which is natural in

experimental learning.

The study modules are updated annually to

maintain their topicality. For example, company

case studies are developed every year, and make use

of research and other corporate cooperation being

carried out at the university. The coordinators and

teachers meet regularly and analyze the achieved

results and the areas requiring development. The

feedback received is also monitored by the

university’s Council for Academic Research and

Education, which approves the plans for each study

module for the coming year. The strengthening of

skills for superiors has been identified as the next

target for development.

8 DISCUSSION

The quality of teaching at TSE is improved in an

innovative way which transcends traditional subject

boundaries. TSE has developed a multidisciplinary,

multi-method environment for learning the skills

required for the application of theoretical knowledge

and the skills required for business. Similar targets

could not have been achieved in individual subjects.

The NIIL has been developed iteratively for ten

years, during which time pedagogical courses for

teachers have been progressively organized.

Network-based cooperation will continue to be

indispensable to the achievement of teaching goals,

and to the search for unconventional approaches to

learning.

Recent globalization of organizations has raised

the question of internalization possibilities of the

NIIL. Indeed, virtual collaboration and virtual teams

have become common in many organizations.

Therefore, in the future, the NIIL will seek co-

operation with international partners to achieve team

work learning experience in a virtual multicultural

environment.

So far, the teaching in the NIIL relays strongly

on problem based learning which makes it possible

to learn by experience and face-to-face feedback.

But, if the NIIL moves partly into the virtual

environment, opens it several questions (Siivunen

2007, Ocheney, Cristensen, Zorn and Ganesh 2004)

such as:

• what is the learning object that can be

attained?

• what are the special skills to be learned?

• what can not be learned?

One open ended nature of the student

assignments, including the NIIL, presents a

challenge in ensuring that the workload stays within

the appropriate boundaries. Research in the

workload analysis has revealed that students

perceptions of workload correlates more with the

motivation of the individual than with the actual

hours spent in learning (Cow and Kember 1990). A

positive correlation exists between high working

hours and perceived educational value of the course,

since highly motivated student are willing to work

more.

Traditionally workload analyses are conducted at

the end of the course using standardized feedback

forms or similar means. Findings from these

questionnaires are used in re-adjusting the course for

the following years. We argue that 1st generation of

information and communication (ICT) based

feedback mechanisms mirror the old traditions and

do not utilize its full potential.

ICT could provide means for measuring students

real and perceived workload in real-time with little

administrative work and could be utilized, for

example, to (Cow and Kember 1990, Weerakoon

2003):

• find and address discrepancies between the

estimated and the real workloads

• analyze the strain on per team/individual

basis

• acquire information of concurrent high

workload assignments in other study

modules.

This information could be used e.g. to provide

flexibility with schedules when needed, to

emphasize assignments that resonate well with

students and to direct extra attention to areas where

learning goals can be best met, all these to lower the

perceived workload of the course.

In many cases, iterative course development has

brought the average workload to parity with the

awarded credits, but the same does not necessarily

hold true on individual level. Can ICT-based tools

be used to effectively mitigate this problem? Are

THE NETWORK FOR INTERACTIVE AND INTEGRATED LEARNING (NIIL) IN BUSINESS STUDIES

215

individual teachers and lecturers ready and willing to

plan ahead and restructure their courses on account

of real-time feedback? More detailed research in the

area is urgently needed.

ACKNOWLEDGEMENTS

The paper is based on the Management department’s

application for Centre of excellence in university

education in Finland. Authors want to thank all the

contributors at the Turku School of Economics.

Special thanks are reserved for Aino Halinen-Kaila,

Vesa Hautala, Martti Salo, Arja Lemmetyinen,

Anna-Lotta Jaakkola, Anu Mäkelä, and Tapio

Reponen.

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