How can we make junior business students understand the importance of learning organizational behaviour and management?

Teaching behavioural subjects to business students is a challenge, increasingly so with growing class sizes. In this paper we focus on these special challenges, particularly drawing attention to how feedback can enhance student learning and understanding. One-to-one feedback is not possible in large classes, but students can receive feedback on their progress through well-planned teaching and learning activities. We implemented a range of different feedback activities in our course to support student learning. Measuring learning effects is difficult and, in this case, comparison of grades was not possible. Our experience, however, led to a somewhat better understanding of what can be done and what needs further development to provide valuable feedback for students in their learning process.