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Delivering Effective Blended Learning: Managing the Dichotomy of Humility and Hubris in Executive Education
Author(s) -
Lockhart James,
McKee Dorothy,
Donnelly Debbie
Publication year - 2017
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/dsji.12120
Subject(s) - hubris , humility , value (mathematics) , psychology , executive education , public relations , management , higher education , political science , economics , computer science , business education , law , machine learning , history , classics
ABSTRACT The dichotomy of humility and hubris among participants in Executive Education courses presents faculty with a source of heterogeneity not disclosed through the common descriptive statistics of sex, age, education and employment. This article discusses the impact of this dichotomy on the design and delivery of effective executive education. In this domain, a premium is charged and the value of collective learning experiences is often promoted. The authors reflect on the value created from offering blended learning experiences to executives over the last decade. Attention is paid to which components can be delivered effectively through web‐based course management systems (CMS) and which components need to be delivered through conventional face‐to‐face delivery. Particular attention is paid to the dichotomy of humility and hubris among participants. Humility is often found to be masked in an online experience while hubris can emerge with consequences to effective cohort learning. The latter is also more obvious in face‐to‐face delivery where it can, perhaps, be better managed. However, experience has shown that is not always so easily managed in in‐house programs. Recommendations are made to enhance design and delivery that accounts for the humility and hubris dichotomy.