Abstract

This empirical study investigated the use of innovative instructional strategies by the business schools in the present era of globalization where information and knowledge have become the main sources of competitive advantage for the business world. The challenge of the management schools is to develop more permanent skills and knowledge through implementing innovative instructional strategies to prepare managers for action. To change classical perception of education, and minimize the methods dating back to middle age, new techniques must be developed. The purpose of this study was to find out to what extent the business schools use innovative instructional strategies. The scale used was examined in accordance with validity and reliability features. Data about construct validity was gathered through factor analysis, and depending on component factorial analysis, three sub-dimensions (problem based learning, case study method and common teaching method) were reached. The sample consisted of 256 teachers of the business schools. The total coefficient of reliability was calculated as 0.732. The results revealed that gender, education, experience of the faculty and socio-economic status of the business schools had a significant effect on the choice of the instructional strategy. These results can be used to develop new curricula for the business schools and the feedback about the frequency of these strategies can be used in developing effective training programs for the faculty and the business world.

Key words: Problem-based learning, case-study method, common strategies, business schools.