Research on Learning

The CLMP assists research that provides a better understanding of the drivers of effective learning, including the impact of various student, faculty,  and programme-related factors.

Validation of Learning Transfer System Inventory

Research Paper: Validation of Learning Transfer System Inventory: A Study of Executive Training in India.

Authors: Aindrila Chatterjee, Arun Pereira, Atreyee Bose, and Reid Bates

Abstract: This research attempts to validate Holton’s Learning Transfer System Inventory, LTSI (Holton 2000), in the context of executive training in India. A factor structure similar to that of Holton and colleagues was identified, with all sixteen factors of LTSI (either by themselves or in combination with other factors) found to be valid in the Indian context. Additionally, other factors like type of programme, seniority level, education level, years of experience and industry background were seen to have an influence on the transfer factors.

Impact of Individual Perception of Organizational Culture

Research Paper: Impact of Individual Perception of Organizational Culture on Learning Transfer 

Authors: Aindrila Chatterjee, Arun Pereira, Atreyee Bose, and Reid Bates

Abstract: This research is an empirical study of the impact of organizational culture on learning transfer in the context of executive training in India. Exploratory factor analysis was used to identify and validate factors that comprise Learning Transfer System Inventory (LTSI). The Organizational Culture Assessment Instrument (OCAI) was used to rate organizational culture as perceived by executives as being predominantly clan, adhocracy, market or hierarchy.

The Relationship between Learning Transfer and Knowledge Creation

Research Paper: The Relationship between Learning Transfer and Knowledge Creation in Organizations

Authors: Aindrila Chatterjee, Arun Pereira, Atreyee Bose, and Reid Bates

Abstract: This paper is a study of the relationship between knowledge creation process and learning transfer factors. To do so, we draw parallels between SECI (Nonaka and Takeuchi, 1995) and LTSI (Holton, Bates and Ruona, 2000). We have mapped each of the LTSI factors to SECI’s elements with an explanation of the same. We have also mapped the factors into three elements as suggested by Andreeva and Ikhilchik (2011) viz. basic cognitive processes, societal/ organizational conditions, and management tools.

The Engaged Classroom: A Successful Lead User Innovation

Research Paper: The Engaged Classroom: A Successful Lead User Innovation

Authors: Arun Pereira and Shouvik Dhar

Abstract: This paper draws on the concept of “lead users” to illustrate the development of an innovative technology platform for interactive learning inside the classroom and the management of content and delivery outside the classroom. The platform handles the entire learning cycle by unifying content security, effective content delivery, tracking activities of learners and enhancing teacher-student engagement both inside and outside the classroom. It includes all expected in-class interaction features, including the ability to receive and record responses from students in real time, be they in the form of text responses, multiple choice questions, polling, or peer-to-peer sharing and collaboration. These student responses can be displayed in real time on the classroom screen, if so desired by the teacher. The value of these features is enhanced because any student response called for by the instructor—from the simplest in class poll to complex answers—can be done so spontaneously by the instructors, based on the nature of classroom discussions, with no pre-class planning necessary. Further, students can annotate content provided for each class session, including adding notes to the instructor’s presentations. The platform has the added advantage of being bundled with a state of the art learning management system, that includes three levels of security for documents and material that will be shared with the students; the highest level of security precludes students from printing and copying the content. For those teachers who follow the “flipped model” approach to teaching (where lectures and other forms of passive learning are taken out of the classroom, and applications, discussion, and other forms of active learning are brought into the classroom), the platform helps incorporate lectures in the form webcasts that students view before they come to class. The data on student viewership of the webcasts is available to the instructor before the instructor begins active learning inside the classroom. Given the rich variety of interactive activity that is possible with this platform in the classroom (and outside it), it addresses one of the difficult challenges in education: that of keeping students continuously engaged, and helping manage active learning in the classroom.
The technology in action:

The impact of formal and informal peers

Research Paper: The impact of formal and informal peers on academic performance

Authors: Tarun Jain and Mudit Kapoor

Abstract: This paper uses random assignment of students to study groups and residential apartments to study the impact of formal and informal peers on academic achievement. We find that informal social interaction with residential peers has a significant positive impact on academic achievement while formal interaction in study groups has no discernible impact, a result driven by group heterogeneity in ability. We also find that lower ability students benefit from high ability students but not vice versa. Finally, we show that analysing formal peers but excluding informal peers leads to an omitted variable bias peer effect estimates. Conference and seminar presentations: Amherst College, Deloitte Research, IIM Bangalore, Indian School of Business, Royal Economic Society Meetings (Cambridge University), Econometric Society European Meetings, Econometric Society Asian Meetings, Annual Conference on Growth and Development (ISI Delhi).

Influence of student networks on academic performance

Research Paper: Does who you know matter? Unraveling the influence of student networks on academic performance

Authors: Tarun Jain and Nishtha Langer

Abstract: Peer to peer networks enhance information exchange and knowledge appropriation, but at the same time, impose opportunity costs that may decrease productivity. Thus, it is not clear whether such networks are always valuable. We investigate this dichotomy using fairly complete and exogenous network data from a business school to compute network variables such as degree centrality, closeness centrality, and peer ability. Our data allow us to identify the effect of the network structure on academic performance. We find that increasing degree centrality within the network is negatively associated with student performance, as measured by their GPA. Thus, the opportunity costs associated with more network connections outweigh the benefits from these connections. We also find that connections to highly connected individuals have no significant effect on performance. However, the productivity impact of connections to highly connected individuals is increasing in the ability of that individual. Thus, it is not who you know, but what they know that is important.

This is the first paper to use network measures to examine the impact of network size and location on human capital formation with well defined measures of productivity. The data allow us to overcome significant empirical challenges to produce clean and unbiased estimates of network effects, in a setting where such effects are useful. This research has both theoretical and practical significance, not only underlining the importance of connections to knowledgeable nodes, but also highlighting the dichotomy of being too connected. Our study has policy implications for administrators on how to reduce network costs. Conference and seminar presentations: Workshop on Information Systems Economics (WISE) 2012, ISIS 2013.