Flipped Tutorials in Business Courses

  • April Wright
  • Geoff Greenfield
  • Paul Hibbert


This chapter reports on a flipped classroom intervention in an undergraduate business course. We explore the role shifts for tutors and students that occurred when a flipped tutorial intervention was introduced in an introductory management course. The course is positioned in the first-year core of the undergraduate business management degree and has enrolments of up to one thousand students each semester. The chapter develops a model of tutor-student role combinations that create four different learning environments classified as: Instruction, Disconnection, Disruption, and Collaboration. We draw on vignettes from tutors and students to demonstrate how a Collaboration learning environment (the ideal for a flipped classroom) can be achieved through: 1. professional development practices that shift tutors from the role of King’s (College Teaching 41(1):30–35, 1993) ‘sage on the stage’ instructor to learning facilitators; and 2. curricula and course design and assessment and feedback practices that encourage students to shift from passive knowledge recipient to self-managed learner.


Flipped classroom Undergraduate business Tutor-student roles Collaborative learning Socratic approach 



We would like to acknowledge the following tutors and students who provided the illustrative examples featured in the chapter: Elizabeth Nichols, Gemma Irving, Alison Joubert, Lillian Bennett, and Simon Wright.


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Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of QueenslandBrisbaneAustralia
  2. 2.University of St AndrewsSt AndrewsScotland, UK

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