Teaching flexible leadership via an experiential learning exercise: A simulation and self-reflection

2021 ◽  
pp. 1-13
Author(s):  
Paul T. Balwant
Keyword(s):  
Experiential Learning ◽  
Self Reflection

Developing marketing curriculum to make students workforce ready

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diane Edmondson ◽  
Lucy Matthews
Keyword(s):  
Experiential Learning ◽  
Experiential Learning Theory ◽  
Workforce Readiness ◽  
Content Type ◽  
Approach To Learning ◽  
Self Reflection ◽  
Academic Knowledge ◽  
Advantages And Disadvantages ◽  
Quantitative Results ◽  
Reflective Prompts

PurposeThe purpose of this paper is to investigate how to overcome the dilemma of the lack of student workforce readiness upon graduation. Based on experiential learning theory, the authors propose an innovative three-step approach to marketing curriculum to help address this dilemma.Design/methodology/approachThis study examines both quantitative and qualitative data. First, quantitative results were obtained from 5,222 end-of-course surveys of students taking an experiential learning course at a southeastern United States public university. Results were also obtained from 111 end-of-course surveys of students taking experiential learning courses in marketing. Second, qualitative results were obtained through a critical review of self-reflection assignments from over 1,000 students taking a variety of experiential learning marketing courses.FindingsThe authors identify a three-step process that can be used to develop curriculum that will better prepare students for entering the workforce. The advantages and disadvantages associated with this type of curriculum are also discussed. The outcomes indicate that an entire curriculum focused on experiential learning, self-reflection and ePortfolios will allow students to not only be better prepared for the workforce but also will help them be better communicators on what they have learned.Originality/valueIn this paper, the authors contribute to the literature by providing a curriculum-based approach to learning in order to minimize the gap between academic knowledge and workforce preparedness. Sample course projects, reflective prompts and grading rubrics are provided to aid others in the implementation of this type of curriculum.

Experiential Learning in the Classroom: The Impact of Entrepreneurial Pitches for Global Health Pedagogy

2020 ◽  
pp. 237337992093072
Author(s):  
Obidimma Ezezika ◽  
Jenny Gong
Keyword(s):  
Public Health ◽  
Experiential Learning ◽  
Global Health ◽  
Learning Experience ◽  
Self Reflection ◽  
Face To Face ◽  
The Past ◽  
Learning Techniques ◽  
Social Innovations ◽  
The Impact

Traditional experiential learning techniques have been incorporated into public health curricula in the past; however, research has demonstrated the need for more applied and innovative approaches to experiential learning. We introduced an entrepreneurial pitch project where students had the opportunity to design and present technological and social innovations to an external panel of judges. We then evaluated the impact of such pitches on experiential learning by conducting semistructured, face-to-face interviews with student participants. The interview transcripts were analyzed in light of Kolb’s experiential learning theoretical framework. The results of the study indicated that the process of preparing and delivering entrepreneurial pitches was rewarding for students and enhanced their learning experience. The process provided students with concrete experiences and demonstrated elements of abstract conceptualization and active experimentation. However, the results also illustrated that the entrepreneurial pitch process could be strengthened by the addition of critical self-reflection activities. Through the results of this study, we have created a narrative on how entrepreneurial pitches might foster experiential learning in global health pedagogy and provided recommendations for course designers and instructors to consider in maximizing experiential learning for students.

scholarly journals Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study

2020 ◽  
Vol 17 (15) ◽  
pp. 5442 ◽  
Author(s):  
Yi-Chuan Cheng ◽  
Li-Chi Huang ◽  
Chi-Hsuan Yang ◽  
Hsing-Chi Chang
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Experiential Learning ◽  
The Self ◽  
Human Beings ◽  
Learning Program ◽  
Self Reflection ◽  
Teaching Concept ◽  
Significant Difference ◽  
Post Test

This article focuses on the unique needs and concerns of nursing educators and nursing students in the face of the COVID-19 pandemic. During social distancing, interacting with other human beings has been restricted. This would undermine the experiential learning of nursing students. Hence, it is important to develop and evaluate an experiential learning program (ELP) for nursing education. A pre-test and post-test design were used. The study was conducted in a university in Central Taiwan. A total of 103 nursing students participated in the study from February to June 2019. The study intervention was the experiential learning program (ELP), including bodily experiences and nursing activities with babies, pregnant women, and the elderly. After the intervention, the students completed the self-reflection and insight scale (SRIS) and Taiwan Critical Thinking Disposition Inventory (TCTDI) as outcome measures. An independent t-test showed that there was a significant difference between pre-test and post-test in both SRIS and TCTDI (p < 0.01). The Pearson product–moment correlation analysis showed that SRIS and TCTDI were significantly positively correlated (p < 0.01). ELP has a significant impact on the self-reflection and critical thinking of first-year nursing students, which can be used as a reference for the education of nursing students. During these turbulent times, it is especially vital for faculties to provide experiential learning instead of the traditional teaching concept.

scholarly journals The Self-Practice of Sport Psychologists: Do They Practice What They Preach?

2014 ◽  
Vol 28 (2) ◽  
pp. 198-210 ◽  
Author(s):  
Stephen Pack ◽  
Brian Hemmings ◽  
Monna Arvinen-Barrow
Keyword(s):  
Experiential Learning ◽  
Sport Psychology ◽  
Professional Practice ◽  
Thematic Analysis ◽  
The Self ◽  
Research Attention ◽  
Self Reflection ◽  
Semistructured Interviews ◽  
Cognitive Techniques ◽  
Psychology Literature

The maturation processes of applied sport psychologists have received little research attention despite trainees and practitioners having often reported experiencing challenging circumstances when working with clients. Within clinical psychology literature the self-practice of cognitive techniques, alongside self-reflection, has been advocated as a means of addressing such circumstances, and as a significant source of experiential learning. The present study sought to identify the possible types of, and purposes for, self-practice among twelve UK-based sport psychology practitioners. Thematic analysis of semistructured interviews indicated all participants engaged in self-practice for reasons such as managing the self, enhancing understanding of intervention, and legitimising intervention. Some participants also described limitations to self-practice. Subsequently, three overriding themes emerged from analysis: a) the professional practice swamp, b) approaches to, and purposes for, self-practice, and, c) limitations of self-practice. It is concluded that self-practice may provide a means of better understanding self-as-person and self-as-practitioner, and the interplay between both, and is recommended as part of on-going practitioner maturation.

Using Video-Enhanced Performance Feedback for Student and Instructor Reflection and Evaluation

2020 ◽  
pp. 94-115
Author(s):  
Tara L. Kaczorowski ◽  
Andrew I. Hashey
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Performance Feedback ◽  
Higher Education Institutions ◽  
Supporting Evidence ◽  
Self Reflection ◽  
Reflective Process ◽  
Exploratory Case Study ◽  
Evaluation Feedback

Reflection is an essential component of experiential learning. Traditional means of reflection rely on memory of experiences, which can be incomplete or even faulty. Video-enhanced performance feedback (VPF)—the use of video to as supporting evidence in the reflective process—has the potential to transform reflective practice. In this chapter, the authors describe how VPF has been utilized by 13 instructors across two higher education institutions for the purposes of noticing, self-reflection, and evaluation/feedback. Results of an exploratory case study on perceptions of using VPF to support reflection indicate approximately 90% of students found Vosaic, the technology used at these institutions for VPF, easy to use and helpful to notice strengths and areas for improvement in their professional practice. Implications and considerations for incorporating VPF across disciplines are also addressed.

scholarly journals Building Pre-professional Identity during Translator Education – Experiences from the Multilingual Translation Workshop at the University of Turku

2020 ◽  
Vol 60 ◽  
pp. 97-110 ◽  
Author(s):  
Pia Salo ◽  
Outi Veivo ◽  
Leena Salmi
Keyword(s):  
Experiential Learning ◽  
Professional Identity ◽  
Work Readiness ◽  
Business Simulation ◽  
Self Reflection ◽  
Professional Environment ◽  
Education Needs ◽  
The University ◽  
Support Students ◽  
Translator Education

Against the backdrop of the constantly changing professional environment, translator education needs to invest in the work readiness and employability of its graduates. This article explores translation students’ emerging professional identity, referred to here as pre-professional identity (PPI) and its relevance for enhancing work readiness.. For this purpose, we have examined self-reflective essays written by translation students participating in a translation business simulation as part of their MA studies. The findings suggest that, in order to support students in building PPI, to facilitate the transition to the labour market, and to foster employability, it is useful to provide students with pedagogical approaches based on experiential learning combined with opportunities for critical self-reflection.

scholarly journals FOSTERING STUDENT’S CREATIVE AND PROBLEM-SOLVING SKILLS THROUGH A HANDS-ON ACTIVITY

2014 ◽  
Vol 13 (5) ◽  
pp. 650-661
Author(s):  
Ruey-Shyy Shieh ◽  
Wheijen Chang
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Junior High School ◽  
Trial And Error ◽  
Problem Solving Skills ◽  
Knowledge And Skills ◽  
Self Reflection ◽  
Study Results ◽  
Hands On ◽  
Scientific Project

The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-reflection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using different materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientific knowledge and skills associated with the tasks, in addition to creative skills. The students’ anticipation of the teacher’s scaffolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers’ role in an open-form scientific project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientific artefacts. Suggestions for enhancing future implementations are provided. Key words: boat creation, collaborative learning, hands-on skills, problem solving skills.

scholarly journals Pedagogical Perspectives on Counselor Education: An Autoethnographic Experience of Doctoral Student Development

2019 ◽  
Author(s):  
Anna Elliott ◽  
Beronica Salazar ◽  
Brittany Dennis ◽  
Lynn Bohecker ◽  
Tiffany Nielson ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Counselor Education ◽  
Doctoral Students ◽  
Student Development ◽  
Self Efficacy ◽  
Doctoral Student ◽  
Counselor Educators ◽  
Instructional Theory ◽  
Self Reflection ◽  
Written Reflection

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. The essence of our experience is described through seven descriptive themes—delineated as methods of coping and reinforcing. The results demonstrate the benefit of including an explicit pedagogical course in counselor education curriculums.

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