Teaching MBA Courses at Tiffin University
MBA courses at Tiffin University use a hands on, experientially oriented approach to learning. The emphasis is on students participating in a number of varied activities before, during and after the seated part of the class. Individual and group case studies, exercises, games, discussions, simulations and other activities are examples of the types of activities. All grades are determined by the student’s ability to demonstrate her/his command of the class material based through these activities; tests are not administered in any of the classes in the Tiffin MBA.
This approach is based on a constructionist theory to learning where students generate knowledge and meaning from their experiences. Knowledge is internalized by learners. When learners assimilate information they incorporate the new experience into the theory being studied in the class.
Adult learners are motivated to learn when they have a need to do so. The curriculum and the delivery system must be of practical value and fit their professional goals. Learning outcomes for the MBA in terms of skill development include: problem-solving, critical thinking, presentation and public speaking and research. Learning outcomes that apply to organizational development include: decision making techniques, small group interactions, systems management skills, statistical methodologies for information evaluation and management of human resources.
By working closely with its international partners, TU was able to develop a unique model that is an illustration of the maxim that necessity is the mother of invention. Early on it became apparent that in addition to an American style education, TU’s overseas students were also seeking an identity that would:
- Distinguish them in their home country as belonging to a prestigious institution
- Add value to their degrees in the global workplace
- Be part of a recognizable “brand” and
- Keep them rooted in the European Union while reaping the benefits of an American business degree program.
TU sought to find ways to accommodate the students’ needs. TU professors used their classrooms as laboratories to address these concerns and issues, giving students the opportunity to assist in finding solutions to their concerns.