From theory to practice: Teaching management using films through deductive and inductive processes

Abstract

Management literature espouses the pedagogical advantages of using film, but an important gap concerns how deductive and inductive processes can be used to teach management theories. The purpose of this paper is threefold: (1) demonstrate various sequential processes in using films to explain theories (deduction) and draw generalizations based on single-case scenarios (induction), (2) illustrate varying learning sequences proposed by Whetten and Clark's (1996) integrated learning model and our deductive and inductive approaches to teaching management theories, and (3) share additional examples for using films to teach management using both approaches. Survey questionnaires were used for comparison of inductive and deductive processes. Results support Lott's (1983) assertion that both deductive and inductive processes are effective means for teaching. Qualitative feedback shows slightly better concept retention using an inductive process to teach management theories using films.