This document outlines the dialogical approach to teaching values-based concepts. It discusses infusing values into classroom content across various business disciplines and evaluating student learning through faith reflections and case studies. The dialogical approach uses pre-work, guided activities, and discussion to construct new knowledge in a collaborative environment. It improves student engagement and applies principles of openness, justice, and hospitality to topics like international trade and immigration. Evidence of student learning shows integration of faith and ethics into analyses of economics cases.

1. Using the Dialogical Approach to
Deliver, Engage and Evaluate Student
Learning of Values-Based Concepts
Becky Havens and Julia Underwood
@ACBSPAccredited #ACBSP2016

2. Agenda
• The Dialogical Approach
• Infusing Values into Classroom Content
• Mini-Dialogical Experience
• Applicability to Teaching Pedagogy
• Conclusion
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3. The Dialogical Approach
Background
What is the Dialogical Approach?
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4. Background
• Co-authors created, developed & facilitated five CBFA Dialogical
Conferences in the last four years, 2012-2016
References:
• Underwood & Havens (2016). Pathways to Integration: The
Dialogical Approach, Christian Business Academy Review (CBAR).
http://cbfa.org/html/christian_business_academy_review.html
• Underwood & Abigail (2015). The Vocation of Management.
@ACBSPAccredited #ACBSP2016

5. What is the Dialogical Approach?
• Upside-down: active, organic & synergistic
• Pre-work: prepare by reading & reflecting on key questions
• Participation: sequence of guided activities & a focused dialogue
resulting in new knowledge construction
• “Hot” learning environment: fast-paced & free-flowing
• Cosmopolitan communicators: embrace & incorporate difference
(Pearce; Lulofs)
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6. Infusing Values into Classroom Content
Why Infuse Values?
B-school Graduates
Faith-Based Higher Education
Program Assessment: Values & Ethics
The Business Disciplines
Infusing Values into Content
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7. Why Infuse Values?
• Performance outcomes depend upon values
& attitudes
• Ethics crisis in American business
• Classic case: Enron
• Falsifying accounting records, hiding debt &
losses
• Stock price: $75 (2.20.2001)  26 cents
(12.2.2001)
• Chairman Lay sells 93,000 shares of stock,
making $2 million while urging employees to
buy Enron stock (8.20.2001)
• Bankruptcy & prison
• http://content.time.com/time/interactive/0,3
1813,2013797,00.html
• Book & movie: The Smartest Guys in the Room @ACBSPAccredited #ACBSP2016

8. Why Infuse Values?
• Example: WorldCom
• One of the biggest accounting scandals in US history
(news release June 2002)
• Improper accounting of $3.8 billion over 5 quarters
• Accounting irregularities (fraud) in expenses & capital
expenditures inflated cash flow; did not conform to
GAAP
• http://www.cbsnews.com/news/world-class-scandal-
at-worldcom/
• Book: Extraordinary Circumstances
• Cynthia Cooper: opening lunch speaker, ACBSP 2007
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9. Why Infuse Values?
• Example: Turing Pharmaceuticals
• Martin Shkreli, CEO
• Raised price of Daraprim from $13.50 to
$750/pill in September 2015 (5000%)
• Daraprim is a life-saving drug to treat AIDS
• Shkreli ethics:
• Duty to deliver profit for shareholders
• Follows capitalist rules
• Accused of fraud (Dec 2015)
• Running company like a Ponzi scheme
Sources: http://www.dailymail.co.uk/news/article-
3347441/Martin-Shkreli-said-raised-price-Daraprim-
more.html & http://www.bloomberg.com/features/
2015-martin-shkreli-securities-fraud/ @ACBSPAccredited #ACBSP2016

10. B-School Graduates
• Bloomberg reports: Business schools aren’t producing ethical
graduates (Aug 6, 2014)
• What & how they’re taught has little impact on decisions when struggling to
“make numbers,” facing hierarchical culture, or placed in foreign situations
• Need for experiences for students to act on values in specific situations
• http://www.bloomberg.com/news/articles/2014-08-06/business-schools-
dont-teach-ethics-effectively
• Need for integration (fusing) of values, instruction & experiences
• “If I were going to act on my values, what would I say or do?”
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11. B-School Graduates
• HBR: Warren Bennis & James O’Toole, How business schools lost
their way (May 2005)
• Graduates are not prepared for relevance, leadership, ethics, or jobs
• Criticism: Ivy league B-schools use a scientific approach rather than
relevance & practical applications
• Research needs to understand complex human & social factors & actual
problems facing managers
• Professors need to be teachers & practitioners, as well as scholars
• https://hbr.org/2005/05/how-business-schools-lost-their-way
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12. Faith-Based Higher Education
• Requirement to confront values & integrate them into content
• Integration of values into disciplinary content
• Meshing together: impossible to separate our personal identity
(values, ethics) & our behavior (business practices)
• Distinctive: instruction infused with values
• Is there a distinctive way to do good using business?
• Reference: Why Business Matters to God, by Jeff Van Duzer
• https://www.youtube.com/watch?v=h3m0q2d8Dq4
• PLNU FSB: “More than the bottom line”
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13. Program Assessment: Values & Ethics
• Program learning outcomes (PLOs)
• PLNU Fermanian School of Business core PLO:
Formulate decisions informed by ethical attitudes and values
• How do we know infusing values makes a difference?
• How are decisions different?
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14. The Business Disciplines
Accounting Economics Finance Management Marketing
Accuracy
Assets
Liabilities
Income statement
Balance sheet
GAAP
Scarcity
Market exchange
Competition
Efficiency
Distribution
Money management
Time value of money
Investments
Risk & return
Business valuation
Capital budgeting
Planning
Leading
Organizing
Controlling
Buying behavior
Value proposition
4 P’s: product, price,
promotion & place
Customer relationship
management
Possible content areas in the disciplines
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15. Infusing Values
Into Content
Dialogical Approach @ACBSPAccredited #ACBSP2016
Justice,
mercy &
humility
Accounting
Economics
Finance
Management
Marketing

16. Mini-Dialogical Experience Dinomite!
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17. Applicability to Teaching Pedagogy
Improving Student Engagement
Evaluating Student Learning
Development & Impact
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18. Improving Student Engagement
• “Learning Paradigm”: student-centered (Tagg)
• Hot environment: engagement, feedback & learning are all fast,
active & high-impact
• Andragogical model: adult learners bring knowledge & experience
into the learning environment & teacher is facilitator (Holmes &
Abington-Cooper)
• New knowledge is constructed in community
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19. Evaluating Student Learning
• Classroom assessment
• Case studies
• Signature assignments
• Discussion boards
• Faith reflections
• Journaling
• Program assessment*
• Signature assignments
• Final projects
• Simulations
• Internship
*graded by jury (not instructor)
• Core Program Learning Outcome (PLO):
Formulate decisions informed by ethical attitudes and values
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20. Evaluating Student Learning: Evidence
ECO 410, International Economics, Case 1
“Two of the devotionals that really spoke to me included Romans 12:9-10,13 and the quote from Henri
Nouwen. The two quotes really spoke to the importance of hospitality. The anti- immigration conversations
often stem from fear and the ‘perceived perils’ of letting people into one’s home country.
I think we can apply Romans 12:9-10, 13 and Henri Nouwen’s quote to our country’s stance on immigration.
We should hate what is evil, hold fast to what is good, extend hospitality and at the same time have a heart
that opens up an empty space of hospitality to receive the thoughts, feelings and experiences of others.
The quote from Henri Nouwen echoes the importance of hospitality that we as Christians should strive to
create in every opportunity. I believe that God is the ultimate example of openness and that God does
embody healing, peace and redemption.
One of the biggest takeaways I have from this class is that fear is a powerful motivator. Fear causes people
to not look at the whole picture. God gave us a brain and a heart like his so I think it’s important that we
use them to provide hospitality as well as look at the whole issue and to not allow fear to be the sole
motivator.”
Student faith reflection: openness, international trade & immigration

21. Evaluating Student Learning: Evidence
ECO 410, International Economics, Case 2
“Romans 12:9-10,13: ‘Let love be genuine; hate what is evil, hold fast to what is good; love
one another with mutual affection; outdo one another in showing honor. Contribute to the needs
of the saints; extend hospitality to strangers.’
I see Romans twelve as a guideline of how we should act in our relationships, business, and in the
broad spectrum of the global economy. My focus is immediately drawn to the part that says
‘extend hospitality to strangers; love one another with mutual affection.’
Our country has a lot of issues; none of them can be solved with closed mindedness. I know that
the balance of international economics is highly complex, and no one person has all the answers.
But for Christians, reflecting on the nature of God can provide us with direction towards ethical
choices.”
Student faith reflection: openness, international trade & immigration

22. Evaluating Student Learning: Evidence
ECO 410, Case 2 continued
“Another issue that our world faces today is that of income distribution.
I want to talk about the people who survive off of less than two dollars a day, and what our
responsibility as Christians is. A great quote that I think really digs into the issue is from the
book A Hole In Our Gospel by World Vision CEO Richard Stearns:
‘For I was hungry, while you had all you needed. I was thirsty, but you drank bottled water. I was
a stranger, and you wanted me deported. I needed clothes, but you needed more clothes. I was
sick, and you pointed out the behaviors that led to my sickness. I was in prison, and you said I
was getting what I deserved.’
The economy is more than just facts and figures; it is a living representation of what we are
willing to do for our neighbor. Those unemployment figures and the number of people living on
the street is a direct result of our willingness to follow Christ, and to represent the love He has
for us.”
Student faith reflection: openness, international trade & immigration

23. Evaluating Student Learning: Evidence
ECO 410, International Economics, Case 3
“I firmly believe that God is a God of creativity and diversity. He welcomes that which is
different and He welcomes the stranger. These characteristics I believe are at the heart of His
character and therefore I believe that it is crucial for us to live in a society where trade, income
distribution, economic growth and other factors are necessary for the well being of our planet.
Although we are divided into nations, we are collectively a part of one globe and one race.
Economics is about distribution of resources and who are we to withhold those resources from
others in need? Every decision a nation or group of people makes will influence and impact the
global economy.
God also calls us to be loving and hospitable and take in those who are in need, to bring freedom
and help those who are broken. This is a view of loving your neighbor and the sojourner. I believe
God is ultimately a God of openness, because through Jesus Christ He showed the greatest
investment and cross-cultural experience by sending His own Son to die and save us. I believe we
are called to do the same.”
Student faith reflection: openness, international trade & immigration

24. Evaluating Student Learning: Evidence
ECO 410, International Economics, Case 4
“To bring in His word and the economic world was something I never imagined, but throughout
this course I saw the connection and possibilities. Saw the opportunities … that the separation
[business and faith] is not necessary and in fact can add to the overall outcome of a business or
an economy. ‘Our Christian values can be integrated into business decisions for the good of
people and society, without sacrificing the bottom line.’
The idea of God’s openness His heart and His willingness for us is what reminds me of free trade.
As Christians we are called to love, we are called to love one another and to be hospitable. With
free trade just as God has allowed His openness and freedom for His people, is showing the
importance of openness and freedom with free trade. Free trade allows for those in all walks of
life to have opportunity, just as God has given us all an opportunity. Free trade is an example of
this as it allows for innovation, greater efficiency with resources and a better output within this
world.”
Student faith reflection: openness, international trade & immigration

25. Evaluating Student Learning: Evidence
ECO 410, International Economics, Case 5
“I believe God is that ultimate example of openness. His ways do include healing, peace, and
redemption.
I think corporate responsibility is the best way that … God's identity and commands [can] be
applied to international economics. When businesses act responsibility and think [about] how
their actions will affect the environment and other people, God's commands and identity can be
better be represented.
Additionally, I believe it is important for countries to genuinely try to help each other out. First
world countries should not set-up trade situations with third world countries just to benefit
themselves. They should orchestrate a way so that the trading situation can benefit each side
equally. Ultimately, I believe that in economics and business, although it is okay to try to benefit
yourself and your financial income, you should always be thinking of how to benefit others and
society as well.”
Student faith reflection: openness, international trade & immigration

26. Evaluating Student Learning: Evidence
ECO 410, International Economics, Case 6
“Throughout this course, I have consistently been reminded of how much of a privilege it is to be
an American. As we talked about on one of the first days of class, being born in America is a
privilege that many do not have… [they] are actually unearned and undeserved gifts with
which God has provided me. The question I am left with is: why me? This mindset has also
pushed me to think about the ways that America functions economically, both independently and
interdependently.
I believe that the idea of free trade and greater interaction with other countries is one that not
only grows and benefits the United States, but one that also serves the other countries of this
world and the citizen that live in them; this is what it means to be aware of our American
privilege and use that privilege to help others. This course has taught me that we should not
squander these gifts but use them for His glory - even in our mindsets regarding economics.”
Student faith reflection: openness, international trade & immigration

27. Development
& Impact
Faculty
development
Vocation
Creating new
knowledge
Teaching
pedagogy
Infuse values
into
discipline
content .
Dialogical Approach @ACBSPAccredited #ACBSP2016

28. Conclusion
Formulate decisions informed by ethical attitudes and values
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29. References
• Holmes, G. & Abington-Cooper, M. (2002). Pedagogy vs. Androgogy: A
false dichotomy? The Journal of Technology Studies.
• Lulofs, R.S. (1994). Cosmopolitan communication and the evangelical
impulse: Transcending a paradox.
• Pearce, W.B. (1989). Communication and the Human Condition. Southern
Illinois Press.
• Tagg, J. (2003). The Learning Paradigm College. Jossey-Bass.
• Underwood, J. & Havens, R. (2016). Pathways to Integration: The
Dialogical Approach, Christian Business Academy Review.
http://cbfa.org/html/christian_business_academy_review.html
• Underwood, J. & Abigail, R.A. (2015). The Vocation of Management.
@ACBSPAccredited #ACBSP2016