Holistic Learning Beyond Class

Believing that learning goes beyond class, I see my roles as a learner's facilitator and a brain teaser. Learning may start in class, but the quest to continue learning should not end there. With the limited number of contact hours in each semester and a class size of 40-50 students, or of 250 students in a lecture theatre, the face-to-face time with each student is very limited. Therefore, learning has to be extended beyond class. In addition, with today’s broad-based learning and education exposure, students find learning more meaningful with a holistic approach in which they can see the connectedness of multidisciplinary concepts. I add value to this learning process by instilling positive learning mindsets for students via my teaching philosophy, namely respecting self and respecting others, work ethic, and staying relevant to students' learning journey.

 

Teaching Philosophy Respecting Self and Respecting Others

The learning atmosphere in my class has always been positive and filled with interesting discussions. Students are encouraged to share their thoughts and to constructively challenge each other's views, including mine. Although rebuttal comments are most welcome, I emphasise the values of respecting others' ideas as a critical element for class learning. By demonstrating how to show respect to self and others and to carefully and thoughtfully provide feedback, I trust I have set certain standards for and expectations of them. As such, learning becomes fun and, at the same time, challenging for us. When students are accustomed to this conducive learning environment, they themselves create one with their classmates, project team members, core curriculum activity mates, and family at home.

 

Students feel respected and appreciated when treated as individuals. I believe that gestures showing a genuine interest in students (for example, taking time to speak with them, listening to their feedback or personal stories) create bonds and mutually memorable moments. Believing that one of a person's most prized possessions is his or her name, I try to address students by their names. Definitely, there are some that I miss. The point is, I try.

 

When I dismiss my class, I acknowledge my students' departure by making eye contact and saying goodbye. Instead of quickly packing my things and rushing back to my office, I have found that by giving time and attention to students in this way, many voluntarily stay back to discuss matters both relevant and beyond the subjects discussed in class. I enjoy these discussions and consider them to be our mutual learning.

 

Work Ethic: Practise What I Preach

Reliability, responsibility, hard work, diligence, punctuality, and task completion are what I value. I have a strong sense of time, from starting lessons on time, keeping tea/coffee breaks to schedule, and dismissing classes according to the University's stipulated time. It is important to keep to the schedule as other matters depend on it. This is not just about being punctual but also about respecting others, practising what I preach, and setting the tone for class management and expectations from the start. It sends a strong message to respect each other's valuable time—a learning-for-life lesson. Although many of my colleagues confide in me about their students' constant lateness and 'don't-care' attitude towards punctuality, I am comforted by the fact that the majority of my students do not display such attitudes. In fact, my students explain and apologise in person for being late or absent.

 

Adding Value to Students' Learning

I consistently ask myself how to add value to my students' learning, especially in holistic learning beyond class. At the beginning of the semester, students are given a set of readings to complete before coming to class. Considering them responsible adult learners, I take that (reading before class) as a given. Therefore, to add value during class, I introduce a more in-depth or broad discussion based on those pre-class readings. If the readings are complex, I take time to discuss them so students build a strong foundation in the subject. Exchanges of knowledge and experiences are the norm in my class, and I enjoy the richness of these discussions.

 

The learning outcomes I expect my students to achieve include continuing their learning journey beyond class. I believe the best way to achieve these outcomes is to show and tell.

 

I demonstrate that learning is not only about acquiring knowledge from textbooks. It can be achieved by applying concepts and theories to life events that I share, news stories we discuss, movie clips I screen to highlight real-life relevance, case studies that showcase the power of the concepts, or experiential exercises that create ‘aha’ moments for students. This way, their 'classroom' has no limits—learning happens beyond classrooms. I know from feedback and email messages that many students have embraced this approach to continuous learning.

 

To maintain relevance, I follow the principle of 'sharpening the saw' as described by the late Stephen Covey in The 7 Habits of Highly Effective People. I keep myself up to date by continuing to work as a Senior Associate Consultant with Mercuri International, an international sales consulting firm. Conducting business workshops and consulting with management teams gives me exposure to today’s business landscape. My wide range of clients (e.g., BASF, Bosch Power Tools, Samsung, Volvo) allows me to bring real-world examples to the classroom. This variety not only benefits but excites my students as they prepare for work life.

 

Additionally, I work with clients of NUS Business School’s Office of Executive Education, such as Bridgestone, DHL, Nestlé, and Pertamina. Meeting clients’ requirements, designing and delivering customised programmes, and providing coaching sessions enrich my teaching and offer opportunities to share real-world practices, challenges, and insights with students.

 

My adrenaline rush comes from students appreciating my holistic approach to learning. I enjoy engaging them in discussions and find it satisfying to see how issues discussed in class connect with real life.

 

Instructional Methodologies: Different Strokes for Different Folks

I use different teaching methodologies, all aimed at achieving holistic learning beyond class.

 

Module Spread
I teach a range of undergraduate and graduate modules, including MNO1001X, MNO2007, HR2002, and BMA5016A. I also develop new curricula, covering topics like leadership, human capital, and ethics. Additionally, I supervise students on their Final Year Projects and customise corporate programmes for Executive Education clients.

 

Class Size and Approach
I use different strategies based on class size. For large lectures, I rely on closed questions and interactive tools like voting to encourage participation. For tutorials, I use thought-provoking questions to build critical thinking skills. Outside class, I bridge theory with real-world examples to make learning more meaningful.

 

Since 2012, I have supervised students for their Field Service Projects and the 360 Breakthrough Award. Mentoring students on projects outside their expertise is challenging but rewarding. I also work with students on independent study modules, using tools like 360-degree feedback to enhance their leadership development.

 

Teaching Tools

I use a variety of tools, including case studies, video clips, online forums, and experiential exercises. When student engagement is low, I persevere in trying to connect with them, knowing that care and personal attention make a difference.

 

My teaching experience across different formats makes my work dynamic and meaningful. I adapt to students' needs, shifting gears when necessary. My goal is to enhance students' learning journey, helping them apply knowledge to real life, engage in critical thinking, and develop a passion for lifelong learning beyond class.