A Perennial Dilemma in OB Education: Engaging the Traditional Student

Abstract

Organizational behavior (OB) instructors often face a dilemma: OB acumen is widely and increasingly regarded as crucial to the ultimate organizational success of their students, yet many instructors find it difficult to engage undergraduates in its study. Here, we draw on the instructional design and broader learning literature to create a model that depicts the key variables influencing student motivation to engage in any subject matter. Then, with 241 undergraduates, we empirically test two questions: (I) Are undergraduate students less motivated to engage in OB coursework than other typical business courses, and if so; (2) what might account for that lower motivation? Our findings indicate that students did report less motivation at the outset of an OB course, as compared to other conventional courses (e.g., accounting, business computing), and the causes of that lower motivation were attributable to lower interest and perceived relevance. Strategies for influencing the perceived interest and relevance of OB instruction, as well as directions for future research, are discussed.

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