Flipped Tutorials in Business Courses

Abstract

This chapter reports on a flipped classroom intervention in an undergraduate business course. We explore the role shifts for tutors and students that occurred when a flipped tutorial intervention was introduced in an introductory management course. The course is positioned in the first-year core of the undergraduate business management degree and has enrolments of up to one thousand students each semester. The chapter develops a model of tutor-student role combinations that create four different learning environments classified as: Instruction, Disconnection, Disruption, and Collaboration. We draw on vignettes from tutors and students to demonstrate how a Collaboration learning environment (the ideal for a flipped classroom) can be achieved through: 1. professional development practices that shift tutors from the role of King’s (College Teaching 41(1):30–35, 1993) ‘sage on the stage’ instructor to learning facilitators; and 2. curricula and course design and assessment and feedback practices that encourage students to shift from passive knowledge recipient to self-managed learner.