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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…

2390

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: 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: 13 July 2023

Elizabeth M. Heyworth-Thomas

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from…

1105

Abstract

Purpose

Simulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.

Design/methodology/approach

Exploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.

Findings

The facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.

Originality/value

This paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

Details

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

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…

1661

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
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…

18558

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 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…

6871

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: 22 August 2022

Paul Lyons and Randall P. Bandura

The paper is practitioner-focused with a manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee…

2188

Abstract

Purpose

The paper is practitioner-focused with a manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee commitment to both the job and organization. Reciprocity is intended as the learning and commitment of both the employee and manager are enhanced.

Design/methodology/approach

As a conceptual, not empirical, paper, the present study aimed at guiding manager behavior the methodology aims to examine the areas of manager-as-coach, efficacy of coaching, theoretical grounding of employee commitment and experiential learning processes. Study and coordination of information in these areas provided support for a detailed action plan for practical application.

Findings

It is possible to create a research results–driven practical guide/action plan for managers. The guide incorporates manager skills and commitment theory (investment) along with an experiential learning approach aimed at improving employee growth and building commitment.

Practical implications

There is clear evidence in empirical research that employee commitment positively relates to work performance, job engagement and job retention. This paper applies investment theory to build commitment as it is based on actual inputs and efforts of the employee.

Originality/value

There is very little research currently available that directly addresses manager-as-coach deliberately working to increase or build employee commitment to job, organization or the manager her/himself. This essay aims directly at how commitment may be enhanced.

Details

Journal of Work-Applied Management, vol. 15 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 30 August 2018

Hanan Kondratjew and Marion Kahrens

Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this…

3230

Abstract

Purpose

Spaced learning (SL) and experiential learning (EL) have been identified as being more efficient to long-term knowledge retention than other forms of learning. The purpose of this paper is to confirm these benefits of SL and EL in a work-based learning environment.

Design/methodology/approach

This case study research monitored changes in learning outcomes of a work-based EL training, the Model Warehouse, when adding SL. The Model Warehouse of the Karlsruher Institute for Technology, Germany intends to educate professionals in lean warehouse logistics. Following a pragmatic standpoint, two groups of students were considered and compared by using multiple-choice question based knowledge tests where one group participated in an additional SL session. The experiences and perceptions of students were assessed by conducting in-depth interviews.

Findings

Findings revealed that adding SL to the EL training resulted either in students’ knowledge retention or knowledge improvement. Additionally, participants of the SL session did not perceive it as being required to strengthen understanding of lean warehouse management.

Practical implications

This study recommends considering SL as an effective means to significantly enhance long-term knowledge retention of any work-based or EL training.

Originality/value

This study confirms the benefits of SL and EL drawn from laboratory-based studies in a real business context. Adopting both learning theories in training programmes which converge with realities of the workplace results in a significant improvement of long-term knowledge retention.

Details

Journal of Work-Applied Management, vol. 11 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Content available

Abstract

Details

Strategic HR Review, vol. 13 no. 1
Type: Research Article
ISSN: 1475-4398

Open Access
Article
Publication date: 8 March 2022

Pilar Pazos, María Carmen Pérez-López and María José González-López

Although the importance of teamwork competencies and effective conflict management in entrepreneurship education is recognised, we have limited knowledge of how these factors…

4032

Abstract

Purpose

Although the importance of teamwork competencies and effective conflict management in entrepreneurship education is recognised, we have limited knowledge of how these factors interact to influence performance in entrepreneurial teams. This research explores teamwork competencies as a predictor of entrepreneurial team performance and the moderating effect of emerging cognitive and interpersonal team conflict as levers in entrepreneurship learning.

Design/methodology/approach

A time-lagged survey method was used to collect data from 49 teams (156 individuals) of undergraduate students in an experiential new venture creation course. A predictive model of entrepreneurial team performance through hierarchical regression analyses and moderated-moderation analyses was tested.

Findings

Results reveal that teamwork competencies have a significant and direct influence on entrepreneurial team performance and that intragroup conflict strengthens that relationship when high levels of cognitive conflict and low levels of interpersonal conflict emerge.

Practical implications

The findings have implications for the design of entrepreneurial training programs, which will benefit from interventions aimed at teamwork competency development that incorporate strategies promoting constructive cognitive conflict while preventing the emergence of interpersonal conflict.

Originality/value

This study is a step forward in entrepreneurship education research from the perspective of social and interpersonal processes by identifying the patterns of intra-team conflict that lead to more effective entrepreneurial teams and more productive use of teamwork competencies in a learning-by-doing entrepreneurial context.

Details

Education + Training, vol. 64 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

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