Research and project management team

Update August 2019

  • Professor Anoush Margaryan (research and project management)
  • Professor with special responsibilities and Associate Dean of Learning, Annemette Kjærgaard (research and project management)
  • Assistant Professor Julie Buhl-Wiggers (research - see description below)
  • Ph.D student Christoph Viebig (research - see description below)
  • Post.Doc. Kasper Munk (research - see description below)
  • Ph.D student Mette Franck (research - see description below)
  • Ph.D student Mads Kogut (research - see description below)

Support

E-learnings consultants, research assistants, film and video consultants and producers will provide support.

Research areas

Julie Buhl-Wiggers: Measuring the effectiveness of blended learning

Blended learning has become one of the most popular approaches to innovate teaching practices in higher education. Yet, systematic and rigorous research concerning the effectiveness of blended learning in management education and training is rather underdeveloped. Often evidence rely on small samples, non-causal research designs and outcome measures such as student evaluations or self-assessed learning. This calls for more rigorous research designs which shed light on actual impacts of blended learning on grades from high stake exams. Thus, Julie Buhl-Wiggers' research project evolves around measuring causal impacts of blended learning interventions on both learning, social and emotional outcomes through rigorous quantitative methods such as randomized evaluations and quasi-experimental designs. In addition, more knowledge is needed on the causal chain between blended learning and academic achievement. For example, the mediating role of engagement is often just assumed but in reality not clear cut. On the one hand, blended learning can increase engagement through more active involvement, less boredom or more relevant examples. On the other hand, blended learning can also lead to less engagement if the blended environment requires new learning strategies which might frustrate the students, procrastination if the learning environment is always accessible etc.

In particular, the research questions that Julie aim to answer are:

  • What is the causal impact of active, group-based/co-operative blended learning on academic achievement? And do specific learner types benefit more from active, co-operative blended learning pedagogy?
  • Who are the teachers that implement blended learning and have success with it?
  • What is the mediating role of engagement in a blended learning setting? And can we increase the effect of blended learning by focusing on preparing the students for new ways of teaching?
  • What is the cost-effectiveness of implementing blended learning at CBS?

 

Christoph Viebig: People problems in startups in practice and education

One of the most common problems that lead startups to fail are ‘people problems’ in the founding team or between founders and early investors. These people problems are the starting point for Christoph Veibigs PhD project, in which he is exploring the motives and decision-making processes of founders in two impactful moments that often lead to relationship problems. Firstly, he wants to better understand the process and antecedents of the first equity split in a startup. Research has shown that the allocation of ownership impacts the team stability as well as the economic performance of the entire company over years. Secondly, he seeks out to scrutinize motives and decision-making processes in founding teams when they choose their first investor(s). This is another high impact decision for startups with strong influences on their future success. While this research primarily speaks to the field of entrepreneurship, Christoph plan to transfer his findings into new pedagogies that aim at educating future entrepreneurs on how to prevent and solve people problems. This part of his research contributes to the field of entrepreneurship education. He plans to develop and evaluate new blended-pedagogies, methods and technologies to develop students’ decision-making competences and tacit knowledge on how to solve and prevent people problems in early stage startups. In addition, he analyzes historical sources to look into how entrepreneurship education in general has been taught inside and outside the formal educational system over the last 150 years. This historical part of Christoph’s project allows him to contextualize his research within wider economic and societal debates on the development of management and entrepreneurship education in the 21st century.

Technology startups often fail due to non-technological problems. The two most common reasons for failure are (1) badly managed relationship within the founding team, with investors, early hires or other key stakeholders and (2) poorly designed business models. However, technology entrepreneurship education has barely picked up on these two important topics. Both research and education on technology entrepreneurship are primarily concerned with understanding and advancing the technological development. This PhD project seeks out to complement the field of technology entrepreneurship by integrating non-technology problems into research and education. In filling this gap the projects’ investigations are two-fold: what to teach technology entrepreneurs regarding people problems and business models as well as pedagogies on how to do that.

 

Kasper Munk: Engineering digital learning of conceptually driven decision-making

The aim of the project is to develop a new teaching approach which focuses on concept learning. Traditionally, the teaching of complex concepts in schools and in universities has been restricted by what was possible through speech and writing. The idea is to experiment with new technologies and examine the ways they can assist the demonstration and experiencing of conceptual structuring of decision-making.

The key research questions are:

  • Can externalisation of commitments to inferential norms assist the learning of active concepts, and, if so, how can such externalisation be built into digital learning interfaces?
  • Can externalisation of conceptual organisation of perspective assist the learning of active concepts, and, if so, how can such externalisation be built into digital learning interfaces?

The project combines design science research methodology (DSRM) with a more traditional experimental setup. Through multiple reasoned reconfigurations, the intervention is developed while testing basic assumptions about the learning processes in context, relying on a range of data sources such as observations, interviews, video and learning analytics. The experimental setup will focus on pre- and post-intervention measures collected through tests within the online module itself. Students from the large courses (N>500) will have different variations of the online modules assigned randomly, allowing for comparison between the different experimental conditions.

The novelty of this project is the development of learning engineering principles that follows the ways concepts structure decision-making. The project thereby engages with basic discussions about how concepts are learned and used. At the same time, the focus on engineering learning experiences around conceptual content marks a point of departure from subject-matter-indifferent developments within educational technology.

 

Mette Franck: Peer Feedback and Blended Learning

Mettes Francks contribution to the RiBL project involves conducting an experiment with a focus on peer feedback. The aim is to assess the effect and outcomes of blended learning at the university level and perform an experiment where students are randomized into participating in either traditional teaching or blended learning with a focus on training the students' higher level cognitive skills.

More specifically, she  will conduct an RCT experiment where students on the bachelor in Economics and Business Administration at CBS are randomized into peer interactions in two first semester courses. The peer interactions will involve the students grading each other's assignments and are facilitated by the Peergrade software through which students can submit and obtain anonymous feedback online.

The effectiveness of peer tutoring in improving overall learning outcomes have been reported in many studies. Moreover, some educational scholars have argued that participation in more taxonomically complex tasks, like evaluation, enables students to train super-curricular skills, as critical thinking and self-reflection.

The hypothesis of her experiment is that those who are 'treated' into participating in giving peer feedback on assignments will develop a taxonomically higher understanding of the course material and perform better at the course's final exam. In addition to assessing the overall potential of peer feedback within a blended learning environment, she also investigate the separate research question concerning the possibility of heterogeneity in the results.

 

Mads Kogut: Digital Strategies for committed learning – A study in raising matters of concern

Core business disciplines such as accounting and financial analysis are under pressure from artificial intelligence and machine learning. Rapid digital transformation reduces the half-life period of technical skills and calls for lifelong learning. Simultaneously, information technology challenge higher education’s traditional role as provider and disseminator of knowledge. Such common diagnoses raise questions about future curricula and future teaching and learning strategies in business and management education (BME). In my project, I consider such questions and uncertainties, not as threats but as possibilities for making the tasks of face-to-face teaching evolve from transmission of knowledge and vocational training towards cultivation of lifelong learning capabilities.

Thus, instead of addressing the important question of how technology in blended learning can enhance knowledge transmission and vocational training, the project is directed at how the use of technology might commit learners to think, learn, collaborate and raise/understand complex contemporary problems within business and management.

The project is centered on the concept of ‘commitment’. Inspired by a strand of transformative pedagogical approaches I take commitment as the basic resource present in any learning situation: human beings usually mean what they say, care about certain things and are affected by what they articulate as problems in their lifeworld. In this sense, commitments in the learning situation denote a multitude of potential intrinsic motivational drivers.

In transformative pedagogical approaches the use of media, such as books, drawings and theater plays play and important role in mobilizing, focalizing and staging the commitments present in the learning situation.

The project explores the following research questions:

  • How can transformational pedagogies be adapted to core business and management disciplines such accounting and finance and what would constitute lifelong learning capabilities here?
  • How can digital media be used to work with BME-learners’ commitments, both in the sense mobilizing individual commitments and of creating collaborative convergence of commitments around a shared matter of concern.