Business Innovation - Designing an Engaging Course Offering Covering Industry Relevant Topics and Skills

In today's rapidly evolving business landscape, the demand for innovative thinkers and problem-solvers is ubiquitous. The question is: how to educate students to fulfill this role?

Sebastian Stadler, 2023

Bachelor Thesis, FHNW - Fachhochschule Nordwestschweiz
Betreuende Dozierende: Beat Birkenmeier, Barbara Eisenbart
Keywords: Business Innovation, Teaching, Student Learning, Intrapreneurship, University Course Design
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Understanding the need to educate students for a world where employers aim to find employees capable of driving change in an existing organization and recognizing the potential synergies of business innovation to existing course offerings for entrepreneurship, a course offering should be developed based on research results. The primary objective of the research is twofold: first, to identify the relevant topics and skills sought by employers in the field of business innovation, and second, to validate the most effective teaching methodologies that foster an engaging learning experience.
To achieve the research goals, a literature review explores recent developments on innovative teaching methods. Additionally, nine qualitative interviews were conducted with employers and past students alike to capture their insights and preferences based on three core areas: Relevant topics for a course in business innovation, important skills for students to master and effective teaching methodologies to drive course engagement. Together with insights from personal experiences and by analyzing interviews through cross-comparison a holistic course design is proposed.
The research reveals, that a curriculum for business innovation should cover a spectrum of subjects. An entrepreneurial mindset, critical thinking, problem-solving, effective communication, collaboration, and adaptability are core skills that students should develop. Employers emphasize the ability to analyze data, extract insights, and develop practical solutions. Especially, students should be able to work independently towards holistic goals and be able to acquire knowledge required to deliver a solution by themselves in an individual learning path. Regarding teaching methodologies the flipped classroom approach, hybrid teaching, and gamification are impactful and effectful. These methods empower students to take charge of their learning and apply theory to real-world scenarios. Integrating real-life case studies, business excursions, and guest speakers enriches the learning experience by offering practical insights and relevance to the business world.
Studiengang: Business Administration International Management (Bachelor)
Fachbereich der Arbeit:
Vertraulichkeit: vertraulich
Art der Arbeit
Bachelor Thesis
FHNW - Fachhochschule Nordwestschweiz, Brugg, Switzerland
Autorinnen und Autoren
Sebastian Stadler
Betreuende Dozierende
Beat Birkenmeier, Barbara Eisenbart
Sprache der Arbeit
Business Administration International Management (Bachelor)
Standort Studiengang
Business Innovation, Teaching, Student Learning, Intrapreneurship, University Course Design