Search results

1 – 10 of over 1000
Open Access
Article
Publication date: 29 June 2023

Adam Shore and Track Dinning

This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental…

1878

Abstract

Purpose

This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context.

Design/methodology/approach

As a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module.

Findings

Exploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning.

Research limitations/implications

So far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience.

Originality/value

The originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment.

Details

Journal of Work-Applied Management, vol. 15 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 27 November 2023

Christina O'Connor and Gillian Moran

Integrated marketing communications (IMC) is possibly “the richest and most accessible service-learning experience” in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite…

Abstract

Purpose

Integrated marketing communications (IMC) is possibly “the richest and most accessible service-learning experience” in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite this recognition, scholars and practitioners continue to lament the pronounced theory-practice gap between how IMC is taught and the practice of it in industry (Schultz and Patti, 2009; Kerr and Kelly, 2017). This research embeds IMC practice within a classroom setting and subsequently explores student marketers' perceptions of their skill development through experiential client-based learning.

Design/methodology/approach

An in-depth qualitative study demonstrates the value of integrating experiential learning within an IMC course, captured through students' reflective practice.

Findings

Evidence suggests that experiential, client-based projects are suitable for fostering key practice-based skills in the classroom through students “experiencing” IMC at work. However, this is not always easy. In fact, building key skills such as leadership, motivation, communications, organisation and teamwork presents various challenges for students, whilst students appear unaware of other pertinent skills (e.g. persuasion, critical thinking) gained through exposure to “real-world” IMC tasks.

Practical implications

Instructors adopting experiential learning in the marketing classroom have an opportunity to actively design tasks to embed key workplace skills to bridge the theory-practice gap. Client-based projects offer fertile ground for students to experience marketing in action whilst ultimately bolstering their confidence in their workplace skills.

Originality/value

This research contributes to the marketing education literature and acknowledges the importance of embedding key workplace skills into the contemporary marketing curriculum. An overview of challenges and solutions for instructors seeking to adopt experiential learning via client-based projects in the IMC classroom is presented within this research.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 27 June 2020

Wolfgang Lattacher and Malgorzata Anna Wdowiak

Failure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though…

17045

Abstract

Purpose

Failure plays a pivotal role in entrepreneurial learning. Knowledge of the learning process that enables an entrepreneur to re-emerge stronger after a failure, though considerable, is fragmented. This paper systematically collects relevant literature, assigns it to the stages of the experiential learning process (concrete experience, reflective observation, abstract conceptualization, active experimentation; Kolb, 1984), evaluates the research coverage of each stage and identifies promising avenues for future research.

Design/methodology/approach

This systematic literature review follows the guidelines articulated by Short (2009) and Tranfield et al. (2003), using Web of Science and EBSCO as primary data sources. Kolb’s (1984) experiential learning theory provides a basis for organizing the identified material into a framework of entrepreneurial learning from failure.

Findings

The literature provides insights on all stages of the process of entrepreneurial learning from failure. Particularly well elaborated are the nature of failure and its triggering effect for reflection, the factors influencing reflection, the contents of the resulting learning and their application in entrepreneurial re-emergence. Other topics remain under-researched, including alternative modes of recovery, the impact of personal attributes upon reflection, the cognitive processes underlying reflection, the transformation of failure-based observations into logically sound concepts and the application of this learning in non-entrepreneurial contexts.

Originality/value

This review provides the most complete overview of research into the process of entrepreneurial learning from failure. The systematic, theory-based mapping of this literature takes stock of current knowledge and proposes areas for future research.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 26 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Article
Publication date: 4 June 2019

Li Hsien Ooi and Arathai Din Eak

The purpose of this paper is to highlight how accreditation of prior experiential learning (APEL) is implemented, the challenges faced by the APEL assessors while assessing…

1635

Abstract

Purpose

The purpose of this paper is to highlight how accreditation of prior experiential learning (APEL) is implemented, the challenges faced by the APEL assessors while assessing candidates as well as to suggest recommendations for improving the APEL process.

Design/methodology/approach

This paper is written based on the critical reflection of two accreditation of prior experiential learning: admissions (APEL-A) assessors appointed from a Malaysian Qualifications Agency approved assessment centre. This process would add depth and breadth to the study based on the assessor’s experience.

Findings

The study identified five challenges in the implementation of APEL-A. They are limited literature and records of the existing practices, conceptualisation of the APEL process, complicated and time-consuming APEL process, standard of acceptance vary according to discipline and lack of continuous training for APEL assessors. The four recommendations for improvements are as follows: the need for transparent and clear guidelines, ensuring consistency in practices and fairness to those from conventional learning, integrating APEL as part of the institution’s academic policy and providing continuous training for all APEL assessors.

Originality/value

Until now, not much research has been done regarding its implementation in Malaysia. The number of learners enrolled through this form of assessment may be low but growing. The feedback on the implementation of the APEL-A assessment process would be greatly beneficial to the stakeholders involved in improving its implementation process. The highlighted challenges faced as well as the recommendations put forth may also be useful for the continuous improvement of the APEL-A assessment process. Relevant stakeholders would benefit from this study.

Details

Asian Association of Open Universities Journal, vol. 14 no. 1
Type: Research Article
ISSN: 2414-6994

Keywords

Open Access
Book part
Publication date: 1 May 2019

Emlyn Witt and Kalle Kähkönen

Creating a BIM-enabled learning space that spans both higher education and industry offers the possibility of immersive and integrated learning on the basis of real, up-to-date…

Abstract

Purpose

Creating a BIM-enabled learning space that spans both higher education and industry offers the possibility of immersive and integrated learning on the basis of real, up-to-date project data for a new generation of students who will be “BIM natives” and can “think in BIM”. This paper aims to elaborate the concept of BIM as a learning environment so that it can be produced for Architecture Engineering Construction (AEC) educational purposes.

Design/Methodology/Approach

The complementary theoretical lenses of Experiential Learning, Structuration Theory and Systems Theory are adopted for conceptualising a BIM-enabled Learning Environment (BLE).

Findings

The BLE is proposed in the form of a social system embedded within both the education system and the industry system. The BLE is described in terms of its structures and component subsystems, inputs, outputs and flows at different scales.

Research Limitations/Implications

In this initial paper, the BLE is merely outlined and its constituent structures alluded to. Further investigation is required to fully detail the BLE.

Practical Implications

By describing the identified structures in still more detail, the BLE can be understood to the extent that it can be reproduced in practice for actual learning. This is the goal and expectation going forward.

Originality/Value

The derived BLE is described in social terms and this reflects the centrality of social activity to both building and learning. Technology, processes and traditional industry roles are subordinated into supporting functions. This potentially offers opportunities for learners to reflect on all of these and to consider ways of improving them.

Details

10th Nordic Conference on Construction Economics and Organization
Type: Book
ISBN: 978-1-83867-051-1

Keywords

Open Access
Article
Publication date: 4 May 2021

Gustav Hägg

The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to…

6617

Abstract

Purpose

The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.

Design/methodology/approach

The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.

Findings

The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.

Originality/value

The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Article
Publication date: 6 April 2021

J. Ben Arbaugh, Alvin Hwang, Jeffrey J. McNally, Charles J. Fornaciari and Lisa A. Burke-Smalley

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and…

Abstract

Purpose

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field.

Design/methodology/approach

The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams.

Findings

The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work.

Research limitations/implications

Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream.

Practical implications

Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications.

Social implications

The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream.

Originality/value

According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.

Details

Organization Management Journal, vol. 18 no. 3/4
Type: Research Article
ISSN:

Keywords

Open Access
Article
Publication date: 3 August 2023

Celestin Mayombe

There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world…

1335

Abstract

Purpose

There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.

Design/methodology/approach

The research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.

Findings

The findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.

Practical implications

The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.

Social implications

The socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.

Originality/value

The article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.

Open Access
Article
Publication date: 27 November 2020

Amy Paros, Michael Taylor and Robert M. Yawson

The purpose of this paper is to provide an experiential learning exercise that develops student understanding of social networks within organizations. Understanding these networks…

1352

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Social implications

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.

Originality/value

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

Details

Organization Management Journal, vol. 17 no. 4/5
Type: Research Article
ISSN: 1541-6518

Keywords

Open Access
Article
Publication date: 13 October 2021

Riccardo Giannetti, Lino Cinquini, Paola Miolo Vitali and Falconer Mitchell

The purpose of this paper is to investigate how a substantial organization gradually builds a management accounting system from scratch, changing its accounting routines by…

3460

Abstract

Purpose

The purpose of this paper is to investigate how a substantial organization gradually builds a management accounting system from scratch, changing its accounting routines by learning processes. The paper uses the experiential learning theory and the concept of learning style to investigate the learning process during management accounting change. The study aims to expand the domain of management accounting change theory to emphasize the learning-related aspects that can constitute it.

Design/methodology/approach

The paper provides an interpretation of management accounting change based on the model of problem management proposed by Kolb (1983) and the theory of experiential learning (Kolb, 1976, 1984). The study is based on a 14-year longitudinal case study (1994‐2007). The case examined can be considered a theory illustration case. Data were obtained from a broad variety of sources including interviews, document analysis and adopting an interventionist approach during the redesign of the costing system.

Findings

The paper contributes to two important aspects of management accounting change. First, it becomes apparent that the costing information change was not a discrete event but a process of experience and learning conducted through several iterations of trial-and-error loops that extended over the years. Second, the findings reveal that the learning process can alter management accounting system design in a radical or incremental way according to the learning style of the people involved in the process of change.

Research limitations/implications

Because of the adopted research approach, results could be extended only to other organizations presenting similar characteristics. Several further areas of research are suggested by the findings of this paper. In particular, it would be of interest to investigate the links between learning styles and communication and its effect on management accounting change.

Practical implications

The paper includes implications for the management of learning during management accounting change, to improve the efficiency and effectiveness of this process.

Originality/value

This paper is one response to the call for an interdisciplinary research approach to the management accounting change phenomena using a “method theory” taken from the discipline of management to provide an explanation of the change in management accounting. In respect of the previous literature, it provides two main contributions, namely, the proposal of a model useful both to interpret and manage learning processes; the effect of learning style on management accounting routines change.

Details

Qualitative Research in Accounting & Management, vol. 18 no. 4/5
Type: Research Article
ISSN: 1176-6093

Keywords

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