Search results

States that experiential learning, action learning and action research have long been recognized as among the most effective means of acquiring professional education and training. Few tertiary programmes, however, choose to give attention to such “learning by doing”, giving emphasis instead to traditional lecturing and information gathering (highly analytical) approaches. One programme which takes a strong experiential learning approach is the postgraduate project management course conducted at the Queensland University of Technology. The project management course recognizes and aims to develop the technical, financial and legal knowledge and skills, and the specialist people knowledge and practical process skills required to practise effectively as a project manager. Shared expertise comes from the host School of Construction Management and from the School of Social Science. Describes the course and indicates a balance given in training to the academic analytical requirements and to the use of experiential learning and self‐development exercises. These include indoor exercises aimed at developing knowledge of options, the use of questionnaires and the use of outdoor exercises at off‐campus camps aimed at developing self‐ and other‐awareness. Roughly 40 per cent of the course is taught through a mix of experiential and lecturing presentation; the remaining 60 per cent is more traditional in the teaching of the legal and other technical and financial requirements. Discusses the success of the experiential approach for teaching the people side of project management.

The purpose of this paper is to provide an experiential learning exercise that develops student understanding of social networks within organizations. Understanding these networks can foster complete access to information and inclusive decision-making that translates into career success.

This experiential learning classroom exercise supports all student learning styles using a puzzle to teach students to apply social network theory toward real-world decision-making. This exercise is best used in small and medium-sized classrooms with ideally 15–40 students. This simulation could be used during 50 up through 120-min class sessions.

The game-like environment created by this exercise helps extend real-world understanding that may traditionally be lost with a lecture. Components within this simulation provide balanced consideration for many different learning styles. This exercise has been used successfully within a graduate-level leadership and decision-making course in at least ten sessions over 5 years.

This is a real-time theory to practice application exercise where an experiential activity is deployed for students to understand the practical implications and application of a theoretical concept.

Organizations have internal social networks connecting employees. These connections are how information is dispersed and knowledge is shared. When these networks are understood and effectively used, it can result in more comprehensive problem-solving, valuable collaboration and the maximization of subject matter expertise within the organization.

This is a “how-to” teaching and pedagogical exercise. It is original with the benefit of its flexibility and adaptability in the classroom.

This paper aims to provide an experiential exercise for management and leadership educators to use in the course of their teaching duties.

The approach of this classroom teaching method uses an experiential exercise to teach Adams’ equity theory and Vroom’s expectancy theory.

This experiential exercise has proven useful in teaching two major theories of motivation and is often cited as one of the more memorable classes students experience.

To the best of the authors’ knowledge, this is an original experiential exercise for teaching the equity and expectancy theories of motivation.

This instructional tool provides management accounting instructors with an efficient and practical way to teach the Balanced Scorecard using experiential learning. This exercise requires students to visit their college or university bookstore, meet with store managers, and develop a Balanced Scorecard for the business. Students address contemporary performance measurement issues in a simulated consulting engagement as they research industry trends, analyze store operations, interview employees, and prepare a written report for store management.

The requirements of this active learning assignment address many of the analytical, communication, and experiential competencies recommended in widely discussed calls for accounting education change. Instructors appreciate the convenience, practicality, and rigor offered by this exercise. Students value the opportunity to engage in a realistic exercise that allows them to draw upon their own consumer experiences. The authors used these materials in both undergraduate and graduate accounting courses, and received positive feedback from students and bookstore managers alike.

The purpose of this paper is to discuss the major planning and implementation practices that should be followed in a short term international study trip (IST). The focus throughout is on how to utilize experiential learning to establish cultural competence.

The paper shows how to plan and manage an international MBA study trip to China using a specific case to illustrate the methods employed.

The use of a highly structured approach to an experiential learning exercise combined with a focus on key elements of cultural competencies creates a positive environment and leads to significant focused learning.

This paper fills three key gaps in the literature. First it uniquely focuses on the implementation of a conceptual framework that incorporates the types of cultural competency related learning that are to take place. Second, it illustrates how to design and implement an IST highlighting two key aspects of experiential learning: providing challenging experiences and encouraging reflection. Third, it focuses on a trip to China which, although one of the most popular destinations for business students, is lightly reviewed in the literature. This study fills a significant gap in the literature dealing with the management of short term study trips.

This chapter explores practical wisdom’s role in managing the application and use of soft skills. The authors explore how practical wisdom can connect technical and soft skills by developing moral skill and moral will to enhance ethical decision-making. Given practical wisdom’s importance, the authors further examine its role in the experiential learning process and how experiential learning activities like the Giving Voice to Values (GVV) curricular offering can bring practical wisdom and soft skills into the classroom with modest effort and investment. Through the application of the GVV methodology to a case study, the authors demonstrate how practical wisdom can be used in accounting education to support and advance accounting students’ moral and skill development, and accounting educators looking to do so can use this chapter as a starting point.

Through the present study, the authors investigate whether online practicum in teaching, with fellow teacher-candidates acting as students, can be effective and whether the teacher-candidates actually developed skills useful for their future teachings, through this form of practicum, which is necessary when, out of necessity, like in the case of the COVID-19 pandemic, there is no other option for universities.

The method selected was qualitative research through in-depth interviews, since the present research question and the research topic in general have not been examined in the past. The authors gathered 45 teacher-candidates' journals on this experience, and, then, they interviewed them through semi-structured interviews.

The findings indicated that the teacher-candidates got acquainted with new technologies in education to a great extent. Moreover, they developed skills that will be proven useful for their future teachings, like adaptability, flexibility and handling of students' interaction in online settings.

The present case study consists of a paradigm of international value, since it fills in a gap in literature on an online alternative of practicum in teaching in cases of crisis, like the COVID-19 pandemic. Valuable insights are gained for researchers, practitioners and policymakers and best-practices for online teaching practicum have derived for future use.

This article provides some reflections on developing a global leadership course at a public, regional, US university. Considerations for developing such a course are provided. Specifically, issues such as level and format of the class, course philosophy, and assignments and exercises are discussed—along with suggestions, recommendations, and lessons learned. This article may be helpful for individuals who are considering developing a course or module on global leadership.

There are those who suggest the experiential and action-oriented nature of entrepreneurship makes traditional content-focused lecture a less appropriate pedagogical approach when teaching entrepreneurship courses. This chapter challenges such suggestions, arguing that the lecture should be the centerpiece of entrepreneurship education, augmented by experiential learning tools and other pedagogical approaches. Such a blended model, when built around the lecture, has the potential to greatly enhance learning, improve student retention, encourage student thought and reflection, and better develop entrepreneurial skills and competencies associated with the entrepreneurial mindset. The chapter also summarizes the nature of the content delivered through entrepreneurship courses, classifying this content into three general categories, and concluding that this core content is substantive, complex, and highly inter-related. These characteristics reinforce the importance of great lectures for moving entrepreneurship education forward.

There is a gradual shift away from traditional teaching and training methods based on academic research models to unstructured, learner‐centered programs designed to meet the specific needs of learners. Knowledge management processes and teaching methods used in three graduate courses in industrial/organizational psychology are presented in this paper. Learner‐enabled models, peer group teaching and mentoring, discussion groups, and experiential learning exercises were used in the classroom. Goals were to help learners acquire and develop a useful base of relevant explicit and tacit knowledge; to encourage learners to make better use of what they already know; and to more closely align classroom learning with specific job requirements. Practical applications were to prepare students to meet workplace demands; to create methods to transform information into useful classroom and work‐related knowledge; to tie employees’ learning goals to the mission, goals, objectives, and strategies of the organization; and to develop ways to recruit and retain highly talented workers.