Most university courses operate with a modular system. This is to give students more flexibility and some would argue, lighten the workload of module conveners. This, however, creates challenges for program leaders wanting to embed cross-modular learning that appeals to a wider student audience. Ultimately the purpose of higher education business courses is to produce successful business people who, more often than not, define success on their own terms.
Business is an ecosystem of ideas and theories which only exist when they are put into practice. This is the reason many MBA programs include a capstone course that students are working towards; to tie together their modules. Bachelors and masters degrees utilise dissertations much to the same effect. It makes for better synthesis of the course content. Coursework, however, is usually focused on a single module. There are some efforts made in Universities for cross-modular assessment to help facilitate deeper understanding of the business ecosystem which is like an echo of the linear system of old. A bit of a modern take on an old classic. The challenge here may be in the accounting of credits between the modules that are being linked by the assignment, coursework or project.
In a study on secondary education mathematics students expressed a preference for modular assessment on the one hand whereas English students expressed no strong preference. If this is also true of higher education students we can deduce that business students would yield a mixed result. So perhaps it is safe to conclude that the half-way between linear and modular cross-module assessment approach is a good fit for business and related subjects. Business is as much an art as it is a science which is why trying to predict a business's performance is a bit like predicting the weather. Business simulations can be used to link any number of business modules together. They do this by virtue of the fact that a business simulation replicates the ecosystem of business theories in an environment being affected by real competitors making actual decisions. The stakes are not as high as using real money but high enough for a student when their may be marks and credits on the line.
"The feedback I received was that this was one of the best modules on the programme” - Anna Tilba, Case Study on Business Simulations at Durham University
Students are already gaining insights between their modules by way of their own selections and personal goals. It is perhaps time for program leaders to take more responsibility for the experience their students are having across the entire business school it and formally reward students for the effort they put into it through assessment. There are a lot more opportunities to create cross-modular learning that go beyond financial bottom lines giving room for customisation to accommodate universities, departments, courses, cohorts and teaching staff.