Thayer-inspired teaching routines as active learning in higher business education

Abstract

This paper reports an embedded case study of a Thayer-inspired teaching routine (M1–M2–M3) implemented across four business curricular units (covering global competitiveness, strategic marketing, international marketing, and B2B marketing) during the 2025–2026 academic year. The routine operationalises (M1) a 10–20 minutes conceptual framing with explicit learning outcomes; (M2) small-group (≤3 students) applied problem work using permitted digital tools (including AI under disclosure and verification rules); and (M3) an unsupported oral defence (no slides, notes, or devices), with mandatory individual contribution and structured questioning. Drawing on evidence on active learning effectiveness and constructive alignment, the M1–M2–M3 routine is conceptualised as integrity-by-design: students may use tools to learn and build artefacts (M2), while their individual understanding and reasoning are authenticated through a technology-free defence (M3). Across the four embedded units of analysis, findings report a trajectory from initial student discomfort and insufficient preparation to progressively stronger conceptual accuracy and argumentation. The paper documents the positive learning outcomes achieved and the structural challenges encountered (including anxiety, overload, and unequal academic capital) and discusses their implications for assessment design in AI-normalised environments