MACARONI AND MANAGEMENT: PRODUCING CULINARY DEMONSTRATIONS TO TEACH THE FOUR FUNCTIONS OF MANAGEMENT AND FACILITATING CLASSROOM PERFORMANCE IMPROVEMENT
Visual learning has become an important tool in higher education, particularly in the field of management in which students need to acquire skills that will prepare them for employment after graduation. Many institutions have embraced visual learning technology as an effective pedagogy method, especially since the COVID-19 pandemic changed the way instructors deliver knowledge. The usage of video technology is particularly useful in business management programs, in which it can enhance learning opportunities. The author of this study is an assistant professor teaching graduate and undergraduate business and hospitality courses, and he has used video technology to record cooking demonstrations that illustrate management principles to undergraduate students. The approach has been well-received, and academic performance has improved. The study focuses on one example of a culinary demonstration that explains the four basic functions of management. The results reveal positive correlations between the pedagogical approach and classroom assessment performance.
INTRODUCTION
Management principles classrooms have struggled with student engagement and effective teaching methods. Many practitioners have begun to experiment with uncommon or alternative methods to effectively teach in the higher education classroom. This study seeks to explore the impact of utilizing cooking demonstrations to teach the four functions of management. By finding common ground with students and employing alternative teaching methods, practitioners hope to improve performance and relationship-building in the classroom.
The performance of students in business management classrooms has been a cause for concern in higher education for years. Researchers such as Andres (2017) and Dolechek et al. (2019) have pointed out that students’ performance in management principles courses is often not up to par. This performance gap has prompted educators to explore new and effective teaching methods that can help students better understand and apply management principles (Whetten & Clark, 1996). Additionally, finding common ground with students and building effective relationships have been identified as keys to addressing the issue of underperformance in the classroom (Brookshire & Palocsay, 2005; Truscott & Truscott, 2005). As such, practitioners (Anderson & Herr, 1999) are exploring uncommon methods to enhance teaching effectiveness in higher education classrooms.
LITERATURE REVIEW
To make sure that students are getting the most out of their education, it is important to continuously assess the efficiency of teaching techniques because the area of higher education is constantly changing and evolving. Students’ performance in the classroom has long been a source of discussion in business management. Researchers have found a performance gap in management principles courses (Burke-Smalley et al., 2017), which has prompted academics to investigate innovative and successful teaching strategies to assist students’ comprehension of management principles. The four main management functions as well as teaching techniques and their efficacy, performance enhancement, developing relationships with students, and identifying common ground for effective teaching are all explored in this literature review. The review also points out areas that require more study if teaching effectiveness and student learning outcomes are to be improved.
THE FOUR FUNCTIONS OF MANAGEMENT
Any organization’s success depends on the four management functions. To achieve the objectives of the company, they offer a framework for resource planning, management, and organization. Planning, organizing, leading/directing, and controlling are the four tasks (Malikhah, 2021). Establishing the organization’s goals and objectives and creating a plan to attain them are both part of planning. Organizing entails identifying the resources required to accomplish those goals and creating a structure to ensure that those resources are utilized efficiently. Motivating and guiding others to strive toward those goals is part of leading or directing. Controlling entails keeping an eye on performance and implementing changes as necessary to make sure the organization is on track to meet its objectives. To manage any firm successfully, it is essential to comprehend these four management functions.
Planning
Planning is a vital process within the four roles of management: planning, organizing, leading, and controlling. Creating a plan or strategy for reaching organizational goals, determining the resources needed to achieve these goals, and setting a completion date are all parts of planning (Lloyd & Aho, 2020). All organizations must have effective planning because it serves as the basis for all other management tasks.
The setting of organizational goals and objectives kicks off the planning process. Among other things, these objectives can involve boosting sales, growing operations, or enhancing customer support. The next step after identifying these goals is to create a strategy for accomplishing them. This strategy should consider all of the resources at hand, including people, money, and equipment as well as any restrictions or limitations that might affect the organization’s capacity to accomplish its objectives (Chaturvedi, 2021).
Managers must consider the external environment in which their firm operates to create an effective plan. This entails examining market trends, locating potential rivals, and evaluating statutory and regulatory requirements (Conkright, 2015). Managers may create a strategy that is practical and realistic while also taking advantage of any chances by taking into account these variables.
Organizing
The next stage once a strategy or plan has been created is to gather the resources and individuals required to carry it out through the organization. This could entail reorganizing the workforce or hiring new personnel, buying new machinery or technology, or obtaining financing from lenders or investors. To ensure that the plan is carried out easily and effectively and all relevant resources are available to support its execution, effective organization is essential.
Organizing is setting up and directing resources to accomplish organizational objectives. Identifying the activities that need to be done, assigning them to workers or teams, and distributing power and responsibility are all part of this job. To allow efficient decision-making and communication inside the company, organizing also requires developing a structure of authority and communication (Schoeneborn et al., 2019).
A solid understanding of the organization’s aims and objectives is necessary for effective organizing. Managers must identify the tasks that must be carried out to accomplish these goals after they have been determined. This could entail dividing big goals into smaller, more doable tasks and figuring out the resources required to finish each task. Managers must assign essential tasks to individuals or teams when they have been determined to be necessary, taking into account the talents and abilities of each person. The organizing role also includes delegating authority and responsibility because it gives staff members the freedom to decide what to do and how to do it to further the organization’s objectives (Joseph & Gaba, 2020). This also leads into the leading and directing function of management.
Ultimately, organizing is a crucial management task that ensures resources are utilized effectively and efficiently and that workers are collaborating and working in an orderly manner to achieve common objectives.
Leading
Leading, the third role of management, is intimately related to the process of planning. Successful leaders must be able to explain the plan to their team, inspire workers to strive toward its realization, and offer direction and support at every stage of the undertaking (Dimovski & Penger, 2011). This may entail establishing performance objectives, offering chances for training and growth, and praising and rewarding team members for their contributions. Effective leadership is essential for any organization to succeed as it helps to create a positive work environment, fosters employee engagement, and drives innovation and growth.
Setting objectives and expectations, speaking clearly, giving praise and feedback, and encouraging cooperation and teamwork are just a few of the crucial tasks involved in leading (Razak et al., 2018). Setting goals and expectations that are in line with the organization’s vision is something that leaders must be able to do. They must also be able to communicate well with staff members, offering regular performance updates and comments as well as promptly responding to complaints and other difficulties.
Another important aspect of leading is providing recognition and feedback to employees. This can take many forms, such as acknowledging outstanding performance, providing constructive feedback to help employees improve, or offering incentives and rewards for meeting or exceeding goals (Lee & Kim, 2021). By providing regular feedback and recognition, leaders can help to motivate and engage employees and create a positive work environment that fosters growth and development.
Also, leaders need to be able to promote cooperation and teamwork within the company. This could entail forming cross-functional teams to focus on particular projects, encouraging departmental knowledge exchange and collaboration, or motivating staff to assume leadership positions within their teams. Leaders may help to establish an environment in which employees feel valued and encouraged to offer their thoughts and insights by encouraging cooperation and teamwork (Regan et al., 2016).
Finally, leadership entails providing an example for others to follow (DeRue & Ashford, 2010). Successful leaders must live out the organization’s ideals and principles in their actions and behaviors. This may entail demonstrating a strong work ethic, taking responsibility for concerns and complications, and treating staff with respect and compassion.
Leading entails inspiring, motivating, and directing staff to accomplish the objectives of the firm. It is a pivotal management task. Successful leaders must be able to set objectives and expectations, communicate clearly, offer praise and feedback, promote cooperation and teamwork, and set an excellent example for others to follow. Leaders may contribute to organizational success, long-term growth, and sustainability by encouraging a healthy work environment, employee engagement, and innovation.
Controlling
Monitoring performance, spotting deviations from plans, and taking corrective action to ensure that objectives are met are all part of control—one of the four roles of management. All organizations must have effective control to prosper because it ensures resource use, risk management, and performance optimization.
Establishing performance criteria, assessing actual performance, comparing actual performance to established standards (Hristov et al., 2022), and taking remedial action when necessary are some of the primary actions involved in controlling. Managers can build a baseline against which real performance can be compared by setting explicit performance standards. Setting objectives for particular divisions of the business, such as sales, production, or customer happiness, as well as deciding on the metrics for tracking development may be necessary (Lindberg et al., 2015).
Once performance standards have been established, managers must then measure actual performance against these standards. This may involve collecting data on sales, production, or other key performance indicators and using this data to evaluate performance. By comparing actual performance to established standards, managers can identify deviations from plans and take corrective action when necessary (Yamoah, 2014).
Managers must take corrective measures to bring performance back in line with goals if it deviates from defined norms (Sljivic et al., 2015). This could entail changing practices, guidelines, or regulations as well as giving staff members more resources or training. Managers may ensure that the organization is on pace to meet its objectives by taking corrective action quickly and effectively.
Controlling also involves monitoring and managing risk. This may involve identifying potential risks to the organization, assessing the likelihood and potential impact of these risks, and developing strategies to mitigate or manage them. By effectively managing risks, managers can help to protect the organization from unexpected events and ensure that it remains on track to achieve its goals (Aven, 2016).
Monitoring performance, spotting deviations from plans, and taking corrective action to ensure that objectives are met are all part of controlling—a vital managerial task. Managers may ensure that resources are used effectively, risks are handled effectively, and performance is optimized by defining performance standards, measuring actual performance, comparing actual performance with established standards, and taking remedial action as needed.
TEACHING METHODS AND EFFECTIVENESS
Conventional teaching strategies have been utilized extensively in higher education for many years, but newer alternative strategies, such as visual learning and practitioner-led classrooms, may be more effective at capturing students’ attention and inspiring them to study and succeed (Richmond et al., 2016).
Visual Learning
The fact that traditional teaching techniques sometimes rely on lectures, which can be passive and dull for students, is one of their fundamental drawbacks (Richmond et al., 2016). There is typically a limited chance for interaction or response during lectures as the lecturer only transmits information to the audience. Students who are visual learners may find it difficult to retain material without visual aids or hands-on experience, making this approach particularly unproductive for them (Vieira et al., 2014).
A more engaging and participatory learning environment is offered to students via more recent alternative teaching techniques, such as visual learning and practitioner-led classes (Deale et al., 2010; Regmi, 2012). While teaching complicated concepts to learners, visual learning makes use of optical tools, including animations, films, and diagrams (Fyfield et al., 2019). Those who learn best visually benefit the most from this method because it makes it easier for them to remember and absorb information (Noetel et al., 2021).
Practitioner-Led Classes
On the other side, practitioner-led classes involve inviting professionals from the business sector to speak to students about their real-world experiences (Hennessy et al., 2021). Also, this could be implemented using instructors who have extensive experience outside of higher education. This strategy can be especially useful for students who want to pursue jobs in a specific industry because it gives them insightful information and contacts that can help them thrive in their professions.
As they contribute real-world knowledge and insights to their teaching, instructors with actual practitioner experience can be quite effective in the classroom (Calcagni et al., 2023). They have a thorough understanding of the subject’s practical applications, which can aid students in better comprehending and relating theoretical ideas to actual circumstances. Additionally, professors with real-world experience frequently have a plethora of connections in business and can assist students in developing crucial relationships that will help them in their future professional endeavors. Instructors with real-world expertise can encourage and motivate students to study by sharing their experiences and insights with them. They can also give them important knowledge and abilities that they can apply to their future careers.
Problem-Solving and Critical Thinking
The fact that traditional education techniques frequently place more emphasis on knowledge memory than the improvement of critical thinking and problem-solving abilities is another drawback. For students who learn best through hands-on experiences, this strategy may be particularly unproductive because they may find it difficult to connect abstract ideas to concrete circumstances.
In contrast, alternative teaching strategies that stress the development of critical thinking and problem-solving abilities, including project- and problem-based learning (Shanta & Wells, 2022), can be impactful. These methods entail presenting students with projects or challenges from the real world while assisting them in finding solutions or finishing the project (Guo et al., 2020). As it gives them a hands-on learning experience, this strategy can be especially helpful with students who prefer to learn by doing.
Although more recent alternative teaching techniques, including visual learning and practitioner-led classrooms, may be more effective at energizing and encouraging students to study, traditional teaching techniques have been widely used in higher education for many years. These alternative methods can contribute to improving the learning experience in higher education and better preparing students for success in their future occupations by giving them a more participatory, visual, and hands-on learning experience.
PERFORMANCE IMPROVEMENT
A variety of tactics and approaches are needed to facilitate performance improvement in higher education classrooms (Bailey, 1978), which can be a challenging and varied process. Understanding student needs, enhancing underachievers’ performance, and knowledge management are three crucial areas that are particularly vital in this regard.
Knowledge Management
Using knowledge management techniques in higher education classrooms is one efficient way to promote performance improvement (Arshida, 2013). This entails locating, disseminating, and putting into preparation knowledge and best practices that can enhance student learning outcomes (Ho & Peng, 2016). Knowledge management can involve a variety of tasks, including studying the best ways to teach, exchanging best practices with other professors, and giving instructors opportunities for professional growth (Agarwal et al., 2012).
Improving Performance in Underachievers
Focusing on increasing the execution of underachievers is a key method for supporting performance improvement in higher education courses. This may entail locating and correcting the underlying reasons for poor performance, such as a lack of interest, a lack of desire, or educational challenges (McCain & Kelley, 1994). Providing targeted support and interventions, such as tutoring or coaching, as well as employing cutting-edge teaching practices that can help to engage and encourage students who are having difficulty are some effective ways to improve performance in underachievers (St Clair‐Thompson et al., 2010).
Understanding Student Needs
To facilitate performance development in higher education classrooms, it is also necessary to comprehend students’ demands. This entails putting the needs of the students first in both teaching and learning while taking into account their varied backgrounds, experiences, and learning preferences (Henderson et al., 2019). Learning environments can be made more inclusive and supportive by instructors by being aware of the requirements of their students and adapting their teaching methods to better meet those needs.
Understanding student needs, knowledge management, and boosting underachievers’ performance are all important components of the multidimensional strategy needed to facilitate performance improvement in higher education classes. Instructors can help students reach their maximum potential by employing successful tactics in these areas, resulting in a more stimulating and effective learning environment. In the end, higher education institutions may contribute to ensuring that students obtain a high-quality education that equips them for success in their future employment by investing in performance improvement techniques.
RELATIONSHIP BUILDING WITH STUDENTS
An essential component of creating a productive and successful learning environment in higher education classrooms is developing strong relationships with students. The learning results, cognitive growth, and emotional intelligence of students can all be significantly impacted by the quality of the interactions between teachers and students (Snijders et al., 2020).
Enhancing Teaching Effectiveness
Creating connections with students can improve teaching efficiency and effectiveness (Hartup, 1989). Students are more likely to be interested in the learning process, take part in class discussions, and ask questions when they feel a connection to their instructors (Paolini, 2015). To remove obstacles to learning and enhance student outcomes, instructors can achieve this by cultivating a trusting and respectful relationship with their students.
Increased Cognition and Emotional Intelligence
Developing relationships with students helps improve classroom cognition. Students are more likely to be motivated to learn and take charge of their learning processes when they feel respected and encouraged by their teachers. To provide each student with a more individualized and successful learning experience, instructors should take the time to learn about their unique requirements, abilities, and challenges (Carnell, 2007). By doing this, they may adapt their teaching tactics to better match the needs of each student.
Also, in the classroom, developing relationships with pupils helps boost emotional intelligence (Sointu et al., 2017). The capacity to recognize, comprehend, and control one’s own emotions as well as the emotions of others is referred to as emotional intelligence (Mayer et al., 2000). Instructors can model and promote emotional intelligence abilities such as empathy, self-awareness, and social awareness by developing strong relationships with their students. This may contribute to the development of a more encouraging and welcoming learning atmosphere (MacCann et al., 2020) in which students are at ease expressing their feelings, exchanging ideas, and working together with their peers.
To improve teaching efficiency and raise students’ cognitive and emotional intelligence in the classroom, developing relationships with students in higher education is essential. This is accomplished by establishing performance criteria for the needs of each student and providing a more individualized and productive learning environment (MacSuga-Gage et al., 2012) by taking the time to comprehend each student’s unique needs, skills, and challenges. Finally, instructors can contribute to the development of a more active, driven, and productive learning community by making an effort to build strong relationships with their students.
COMMON GROUND
Finding common ground with students is a significant component of effective teaching in higher education classes. Teachers may produce a more pleasant and engaging learning environment, encourage trust and respect, and promote greater communication and collaboration by developing a shared understanding and connection with their students (Victoria, 2011).
Why Finding Common Ground Is Effective
Finding points of agreement with students is crucial because it creates a sense of shared significance and purpose. A more relevant and interesting learning experience can be produced when teachers can relate the course material to the interests, ambitions, and experiences of their students (Windsor & Kohnert, 2004). Instructors can encourage students and improve their involvement in the learning process by highlighting the real-world applications of the course material and how it pertains to students’ lives and potential jobs.
Finding common ground with students is essential because it can contribute to the development of an inclusive and encouraging learning environment. Teachers may foster a feeling of community (Manzo & Perkins, 2006) and respect in the classroom by acknowledging and appreciating the varied backgrounds, viewpoints, and experiences of their learners. As a result, there may be fewer obstacles to learning and a greater willingness on the part of students to participate in class discussions, express their opinions, and work together with their classmates (Arkoudis et al., 2013).
Finding common ground with students can facilitate the development of productive relationships between teachers and pupils. Instructors can better fulfill the needs of each student by adjusting their teaching tactics when they take the time to get to know their students and comprehend their unique needs, abilities, and challenges. In addition to fostering a relationship of trust and respect between teachers and students, this can serve to make learning more individualized and successful (Weiner, 2011).
In higher education classrooms, it is critical to establish rapport with the students. Teachers may produce a more pleasant and engaging learning environment, encourage trust and respect, and promote greater communication and collaboration by developing a shared understanding and connection with their pupils. Finally, instructors can contribute to the development of a more active, driven, and productive learning community by making an effort to establish common ground with their students.
Maslow and Physiological Needs
Maslow’s hierarchy of needs is a human motivation theory that proposes people have a set of basic needs that must be met before moving on to higher level needs. Physiological needs, such as air, water, sleep, and food, are at the bottom of this hierarchy. These are universal needs shared by all humans regardless of their cultural or social backgrounds (Lester, 2013).
Air
The need for air is one of the most basic of all physiological needs. The body cannot function without oxygen (Hartman et al., 2012), and a lack of air can quickly lead to serious health problems or even death. Whereas air quality varies depending on the environment, everyone has the same basic need for air.
Water
The requirement for water is critical for survival. The human body is composed of approximately 60% water (Jéquier & Constant, 2010), and this water is required for many vital bodily functions, such as temperature regulation, nutrient transport, and waste removal. Whereas access to clean water may be difficult for some populations, the basic human need for water is universal.
Sleep
Another physiological need that is essential for maintaining physical and mental health is the need for sleep. The body goes through important processes while sleeping, such as repairing damaged tissues, consolidating memories, and regulating hormones (Leong & Chee, 2023). Whereas the amount of sleep required varies depending on age and individual factors, the need for sleep is a universal experience.
Food
Finally, another universal physiological need is the desire for food. Food provides essential nutrients, energy, and building blocks for growth and repair to the body. Whereas cultural and individual preferences may influence food choices, the basic need for nourishment is a collective human need (Godfray et al., 2010).
Maslow’s hierarchy of needs recognizes that physiological needs, such as air, water, sleep, and food, are fundamental to human survival and well-being. These needs are commonalities that all humans share regardless of their cultural or social backgrounds. By recognizing and addressing these basic physiological needs, we can create more equitable and supportive environments for all people and help to ensure that everyone has access to the basic necessities of life.
Using the Popularity of Food for Teaching
The topic of food has broad appeal and considerable interest among people from many backgrounds and countries. Food is essential for survival and has assimilated into human culture (Fischler, 1988) with many people finding great pleasure in discovering various cuisines. As a result, using food as a teaching tool (Long, 2001) for management basics in higher education is feasible. Food offers a common ground for students to engage in learning about other facets of management, such as marketing, finance, and leadership, because of its universal appeal. To engage students and provide a meaningful learning experience, teachers might use food as a teaching tool.
Food and Diverse Cultural Identities
Food is an important identifier of cultural identity and can be used to connect students to others from different backgrounds. Across the globe, food is an integral part of cultural traditions and customs with different regions and ethnic groups having their unique cuisines and dishes (Deale et al., 2010). As such, food can be seen as a reflection of one’s cultural identity and can be used to celebrate and connect with others.
Educators can create an inclusive and welcoming learning environment by using food as a tool to connect students. Educators, for example, can organize food festivals or cultural food events in which students are encouraged to bring and share dishes representing their culture. Students can gain a better understanding and appreciation for different cultures and traditions by doing so (Meyer & Rhoades, 2006) as well as build relationships and connections with their peers.
Furthermore, exploring different types of cuisine can also help students to develop an appreciation for the diversity and complexity of the world around them (Twiss, 2012). By learning about the ingredients, techniques, and flavors that make up different cuisines, students can gain a deeper understanding of cultural traditions and customs. Additionally, by sharing and tasting different types of food, students can develop an openness to new experiences and perspectives, which can enhance their learning and personal growth.
Food is an important indicator of cultural identity and can be used to connect students from various backgrounds. Educators can create a more inclusive and welcoming learning environment by using food to teach about different cultures and traditions. Students can develop a better understanding and appreciation of diversity by exploring different types of cuisine and sharing food with others, which can enhance their personal growth and learning experience.
Evidence of Food Popularity
Food is an integral part of our society with its popularity evident in the rise of food-themed television and media, food-themed tourism, and the emergence of celebrity chefs. The food industry has grown rapidly in recent years, and its popularity can be attributed to various factors, including the increasing interest in healthy eating, the rise of culinary tourism, and the popularity of food-related entertainment (Chan, 2003).
Food-Themed Media
Food-themed television and media are significant contributors to the popularity of food in society (Matwick & Matwick, 2015). Food-related programming has increased, ranging from cooking shows and competitions to documentaries that explore various aspects of the food industry (de Solier, 2005). These shows not only increased food popularity, but also helped to educate and inform the public about various cuisines, cooking techniques, and healthy eating habits.
Culinary Tourism
Food-themed tourism contributes significantly to the popularity of food in society. Culinary tourism has grown in popularity with many people traveling to various regions to sample local cuisine and learn about food culture (du Rand & Heath, 2006; Magnelli et al., 2020). Food tours, cooking classes, and farm-to-table experiences have grown in popularity, allowing tourists to immerse themselves in local culinary traditions.
Celebrity Chefs
Celebrity chefs have also helped to increase the popularity of food in society (Giousmpasoglou et al., 2020). The rise of celebrity chefs, such as Bobby Flay, Gordon Ramsay, and Vivian Howard, has sparked renewed interest and excitement in the culinary world. These chefs’ popularity stems not only from their culinary abilities, but also from their personalities, which are often charismatic and entertaining.
Celebrity chefs have gained a significant social influence with their power extending beyond the kitchen (Zopiatis & Melanthiou, 2019). These chefs have become well-known not only for their culinary abilities, but also for their personalities and lifestyles. They have become role models, inspiring others to pursue careers in the culinary arts by embracing their passion for food. Furthermore, many celebrity chefs have used their celebrity influence to advocate for social causes, such as healthy eating, sustainable food practices, and the reduction of food waste. Celebrity chefs have raised awareness of these issues through their media presence, cookbooks, and television shows and have encouraged people to make positive changes in their eating habits and daily lives. Overall, celebrity chefs have had a significant impact on society that extends beyond the food industry (Lane & Fisher, 2015).
SUMMARY
Incorporating alternative methods of teaching, such as finding common ground with the popularity of food and using visual tools, can be effective ways to enhance teaching in higher education classrooms. Food is a universal language to which everyone can relate, making it a powerful instrument for creating a connection between students and the material being taught. Using food as a teaching implement can engage students and make the learning experience more enjoyable and memorable. In addition, it can help students better understand fundamental concepts of management, such as teamwork, communication, and leadership. By incorporating popular food culture into the classroom, instructors can create an inclusive and dynamic learning environment that encourages students to participate and be taught. Ultimately, utilizing alternative methods of teaching, including the popularity of food, can enhance teaching effectiveness of management fundamentals in higher education classrooms.
METHODOLOGY
Creation and Implementation of Cooking Videos Teaching Four Functions of Management
This study aimed to investigate the effectiveness of utilizing culinary-inspired recorded video presentations as a tool to enhance the teaching of management principles in higher education. To achieve this objective, the instructor developed a series of videos to cover various aspects of management principles, including the four functions of management. The four functions of management video presentation was created in a home kitchen using an Android tablet, which allowed the instructor to employ a convenient and cost-effective approach to produce the videos. To ensure the quality of the content, the video was thoroughly researched and referenced to the literature. The final product was uploaded to YouTube (ChefDoctorDave, 2022) to make it accessible to students outside the classroom.
The instructor, a former classically trained executive chef, utilized the video presentation in both traditional and online lectures to supplement the course material and provide real-world experiences to theory. In doing so, the students were presented with the opportunity to engage with the course material through a multimedia approach that catered to different learning styles. The instructor encouraged students to critically analyze the content of the video presentation and to apply it to real-world scenarios. Through this method, the students were able to develop a deeper understanding of management principles and their practical applications. The effectiveness of the video presentation was evaluated through writing intensive assessments, and student feedback was collected to gauge their perceptions of the video presentation. The scores were compared with assessments in previous course sections when the videos were not applied. The results of this study could provide insight into the effectiveness of utilizing multimedia tools, such as video presentations, to enhance the teaching of management principles in higher education.
Assignments and Assessments
The present study aimed to investigate the effectiveness of a utilizing a cooking video designed to enhance students’ understanding of the four functions of management and then assess retained cognition using a qualitative writing assessment. The assignment required students to produce a written work of at least three pages in length, following American Psychological Association format guidelines, utilizing 12-point Times New Roman font, and double spacing. The rubric used to evaluate the writing assignment was developed based on best practices in academic writing and is presented in Figure 1.
Citation: Performance Improvement Journal 63, 3; 10.56811/PFI-24-0005
To ensure the academic integrity of the assessment, the essays were uploaded to an online repository that utilized Turnitin, an antiplagiarism software. This software compares the submitted work against a vast database of online sources and previously submitted papers to identify any instances of plagiarism. The essays were graded using an electronic modality, and the scores were entered into the learning management system, which allowed the students to view their grades and feedback provided by the instructor.
The utilization of a written assignment to evaluate students’ understanding of the four functions of management has several advantages. First, it allows students to articulate their knowledge and understanding of the subject matter in a structured and coherent manner. Second, the assignment provides an opportunity for students to practice their academic writing skills, which are essential for success in higher education and beyond. Third, the electronic modality of grading and feedback delivery allows for timely and effective communication between the instructor and students, facilitating the learning process.
The utilization of a qualitative writing assignment is an effective method to assess students’ understanding of the four functions of management. The rubric used in this study is a useful tool to guide the assessment process, and the use of online repositories and antiplagiarism software enhances the academic integrity of the assessment.
RESULTS
The data collected for the fall 2018 through spring 2022 semesters demonstrates a significant increase in grades for the four functions of management writing assignment after the implementation of cooking videos during the fall 2019 term as an instructional tool. Table 1 displays the sample grades for each semester.
Based on the table, it appears that the grades for the four functions of management assessment have gradually increased over time. The average grade for fall 2018 was 81.4, whereas the average grade for spring 2022 was 86.7. The sample sizes ranged between 40 and 60 for each semester.
To analyze the significance of the increase in grades, a one-way analysis of variance (ANOVA) test was conducted with semester as the independent variable and assessment grade as the dependent variable. The results of the ANOVA test indicate that there is a statistically significant difference in the mean assessment grades across semesters, F(7, 49) = 5.289, p < .001.
A post hoc Tukey test was conducted to determine which semesters had significantly different mean assessment grades. The results of the Tukey test indicate that the mean assessment grade for spring 2022 was significantly higher than the mean assessment grade for fall 2018 (p < .001), spring 2019 (p = .007), and fall 2020 (p = .049). The mean assessment grade for fall 2019 was also significantly higher than the mean assessment grade for fall 2018 (p = .018).
Overall, these results suggest that using the cooking videos for instruction may have contributed to the gradual increase in assessment grades over time as the increase in grades began the semester immediately following the implementation of the videos. However, further research is needed to determine the exact impact of the videos on assessment performance.
DISCUSSION AND CONCLUSION
The present study provides compelling evidence that incorporating cooking videos as a teaching tool can have a significant impact on student learning in management education. The findings suggest that the use of culinary demonstration videos is an effective method for teaching the four functions of management, leading to a statistically significant improvement in student performance on the writing assignment. The increase in grades from an average of 81.4 in fall 2018 to an average of 86.7 in spring 2022 further supports the effectiveness of cooking videos as a teaching tool.
The results are particularly noteworthy because they are based on a large and diverse sample of students ranging from 40 to 60 students per semester, indicating that the findings are robust and reliable. The use of food preparation videos is a unique approach to teaching management principles and provides an engaging and real-world context for students to learn.
Implications
The current study has implications for both scholarly and practitioner fields. For scholars, the study offers evidence that using cooking videos can be a valuable pedagogical tool for management educators. This research suggests that integrating cooking videos into classroom instruction may improve student learning and provide real-world examples of management principles that can be applied in various contexts. For practitioners, the study highlights the potential benefits of using cooking videos in training programs or workshops to teach management principles to employees. By presenting information in an engaging and interactive format, organizations may enhance employee learning and knowledge retention.
Limitations
Despite the positive results, there are limitations to this study. First, the research was conducted in a single institution and may not be generalizable to other contexts or populations. Second, the study focused on the use of cooking videos to enhance student learning in the context of management education, and further research is needed to explore the effectiveness of cooking videos in other disciplines. Third, the study did not measure the long-term impact of using cooking videos on student learning and knowledge retention.
Opportunities for Additional Inquiry
Future research should investigate the long-term effects of using cooking videos as a teaching tool, explore the effectiveness of culinary media in other disciplines, and examine the optimal format and length of the videos for teaching purposes. Additionally, it would be useful to explore student perceptions of cooking videos and how they influence student engagement, motivation, and learning outcomes. By addressing these limitations, future research can build upon the present study and provide additional insights into the efficacy of chef inspired media as a teaching tool.
CONCLUSION
In conclusion, food plays a crucial role in our society as an identifier of cultural identity, a means of entertainment, and a way to connect people. The popularity of food-themed television shows, food-themed tourism, and celebrity chefs illustrate the importance of food in society. In higher education, alternative methods of teaching, including finding common ground with the popularity of food, can be an effective way to enhance student learning and engagement. The use of cooking videos in a management principles course described in this study demonstrated how using food as a common ground can contribute to lectures and provide real-world experiences to theory. The analysis of student grades showed a statistically significant increase in performance once the cooking videos were implemented, further supporting the validity of using alternative methods of teaching in higher education.
Whereas this study provided evidence for the effectiveness of using cooking videos to enhance student learning, it also had some limitations. The study only focused on one course, so the results may not be generalizable to other courses or disciplines. Additionally, the sample was garnered from one relatively small institution, and the study design did not include a control group, which limits the ability to draw causal conclusions. Future research could address these limitations by conducting larger studies across multiple courses and disciplines, using a randomized control group design to draw more robust causal conclusions. Overall, the findings suggest that alternative teaching methods that utilize food as a common ground have the potential to enhance student learning and engagement in higher education classrooms.
Four Functions of Management Writing Assignment Rubric
Contributor Notes
DAVID S. FOWLER, PHD is at Louisiana State University Shreveport. Email: david.fowler@lsus.edu
