The Effect of Course Redesign on SBI Student Outcomes: An Application of Job Characteristics Model

ABSTRACT This study represents a preliminary inquiry into the effectiveness of redesigning the SBI curriculum when taught in conjunction with the Business Policy class. A comparison of results from a pre-redesign and post-redesign environment was examined. A slightly modified Job Diagnostic Survey (Hackman and Oldham, 1975) was administered to assess the difference between the two groups. Results robustly supported the assumptions that redesign could be used to enhance student outcomes. INTRODUCTION Although the jobs characteristics model (JCM) is not a recent theoretical construct in the area of work motivation (Hackman & Oldham, 1976; 1980), considerable research continues to be applied toward its understanding and testing (Fried & Ferris, 1987; Tiegs, Tetrick, & Fried, 1992; Watts & Hudnall, 1991; Watts, 1992). Much of the research has focused on the application of job redesign (Luthans, 1992). Concurrently, organizations have refocused their expectations of recent college graduates. These changing demands in the workplace require more than just technical competence from our business school graduates. Fontenot, Haarhues and Hoffman (1991, p. 56) report that employers are also demanding "... skills in leadership, problem solving, oral and written communication, along with attributes of motivation and assertiveness." Their study comparing the effectiveness of Small Business Institute (SBI) courses and Business Policy courses in developing desired student skills indicated that policy courses were more effective in developing analytical skills and that SBI courses were more effective in developing interpersonal and operational skills. While the comparative design of the Fontenot, et al. study did document the singular value of SBI projects, it is important to extend this stream of research and assess the possible impact that redesigning of SBI course curricula has on student outcomes and preparation for the ever-changing workforce. Furthermore, since the SBI projects are configured to maximize student related outcomes, it is also important to assess the task design characteristics of the learning experience. Therefore, the purpose of this study is to compare the student related outcomes and task design characteristics of a revamped, more demanding, SBI curriculum. A secondary purpose will be to provide confirmatory evidence that the SBI program can be conducted within the Business Policy course, a situation that faces many SBI directors. Before specifically examining the study conducted to accomplish these objectives, background information providing the foundation of the study is in order. This will be done by providing a brief discussion of the business policy course, the SBI program, and Jobs Characteristics Theory. BACKGROUND Business Policy Business Policy is the designated capstone course for the Bachelor of Business Administration degree. The intended objective of the course is to integrate students' knowledge in various functional areas of business into a comprehensive view of the firm as it interacts with the competitive environment. A combination of related activities is typically used to achieve this objective. Lectures present concepts associated with strategic management, while direct participation in a business simulation and case analyses require students to apply these concepts to actual organizational situations. Small Business Institute The SBI program was introduced in 1971 to provide free consultation to small businesses using advanced business school students. Initially, this interaction was intended primarily for the purpose of preventing further Small Business Administration (SBA) loan losses. It was envisioned that the program would, however, evolve to specifically address all small business problems (Burr & Solomon, 1977). Even though the worth of the program to small businesses was often questioned (Jackson, Vozikis, & Babakus, 1992), the value to students was not (Burr & Solomon, 1977; Longnecker, 1977; Hicks, 1977; Judd, 1977). …