BBA gets results with Transformative Learning Model

Today’s business environment is uncertain, rapidly changing and complex. 

The business community increasingly seeks out graduates who have competencies like critical thinking, collaboration, analysis and creativity. Pilon’s BBA program was designed to integrate these competencies by embedding them into the Creative Learning Portfolios (CLP) model. CLP is encompassed in two courses that book-end the beginning and end of the student’s program. Together, they focus on developing competencies and reflection.

A BBA Program Review action item related to the competencies drove us to critically reflect on CLP. We analyzed various learning models to find one that would best match our outcomes and vision. Jack Mezirow’s Transformative Learning Theory, based on critical reflection, exploration of past, present and future, along with self-efficacy, aligned seamlessly with our direction, feedback and learnings. Thus, the BBA Transformative Learning Model (TLM) emerged to provide students with a unique, self-focused learning experience. 

Transformative Learning Model demonstrates how students develop their skills throughout the BBA at Sheridan.

With this new model, BBA learners take Becoming a Master Learner (BML) in their first semester. The course provides learners with the tools and self-discovery they’ll need to excel in the BBA. 

In their second semester, learners take Undergrad Competency Development (UCD), where they develop specific skills for each competency. 

They take BBA Portfolios in their final semester and prepare an e-portfolio that chronicles their development and prepares them for their career.

We are excited with some of the early findings of BML and UCD which have been running since Fall 2020:

  • Submissions increased from 82 to 96 per cent (a 14 per cent increase)
  • On-time submissions increased from 77 to 98 per cent (a 21 per cent increase )
  • Learner engagement increased from 75 to 93 per cent (a 16 per cent increase)
  • Improved reflection 
  • Learners note self-improvement most notably in time management and study skills. 
  • Integration of Office 365 skills 

The team that has been involved in the development and teaching of the TLM includes: associate dean Karen Booth; the project development team of John Cooper, Marcie Theoret and Linda Yates-Cameron; and faculty members Hyacinth Campbell, Nancy Dewar, Annette Pepenella, Lavan Puvaneswaran, Annie Tarzi and Eva Turczyniak.

We are excited about the next phase of the project where we will integrate the competencies and reflection into all BBA courses and launch the BBA portfolios course in Winter 2022. 

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