Comparative study of graduate business students learning strategies, self-regulation process and active learning methods in Australia and Brazil

• Grant number: 18/15156-0
• Support Opportunities: Regular Research Grants
• Duration: November 01, 2018 - October 31, 2019
• Field of knowledge: Applied Social Sciences - Administration - Business Administration
• Convênio/Acordo: University of Queensland
• Mobility Program: SPRINT - Projetos de pesquisa - Mobilidade
• Principal Investigator: Adriana Backx Noronha Viana
• Grantee: Adriana Backx Noronha Viana
• Principal researcher abroad: Pedro Teixeira Isaias
• Institution abroad: University of Queensland, Brisbane (UQ), Australia
• Host Institution: Faculdade de Economia, Administração e Contabilidade (FEA). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 17/20519-1 - Styles and Strategies of Learning in Management Business undergraduate students: Comparative Study, AP.R

Abstract

A major challenge in education studies is to understand how to promote meaningful learning and to develop critical thinking and problem-solving skills. This research aims to investigate and compare learning strategies, self-regulation processes and active learning methods used by Business Schools' postgraduate students, in order to improve teaching-learning processes. The research is divided into five major steps: development (or adaptation) of a learning strategy and self-regulation scale; examination of this scale's psychometric characteristics; description of learning strategies and teaching-learning process from each country; development and implementation of a self-regulation and active methods survey and, finally, comparison and analysis of the relationships among the three constructs (learning strategies, active methods and self-regulation). Data will be gathered from the students from similar courses both from Australia and Brazil. This study seeks to contribute to the improvement of Business Management courses as it will provide insights into the strategies used by students in their learning process to refine course design and planning. (AU)