Does Cross-Functional Pedagogy of Teaching a Course Help in Management Education?: Evidence From a Supply Chain Management Course

Abstract

This research study aims to examine the effectiveness of delivering a supply chain management course to students from a cross-functional perspective. The study analyses the positive teaching-learning outcomes that came out with the teaching of this course to the working professionals through online mode at an institution from a cross-functional perspective. The research question is whether teaching the supply chain management course from a cross-functional perspective resulted in better student performance in terms of Bloom's taxonomy. This study finds that the positive effect of this experiment is statistically significant on the treatment set. The study also proposes a few examples of cross-functional classroom teaching and linkages between different courses that need to be brought to the attention of the students. The study also sheds light on different tools of cross-functional teaching and how the management faculty can develop the art of delivering lectures from a cross-functional perspective, and the caution that they need to exercise while adopting this pedagogy style.