SALES MANAGEMENT STUDENTS COACHING SALES STUDENTS: AN EXPERIENTIAL LEARNING PROJECT USED TO TEACH COACHING SKILLS AND IMPROVE SALES PRESENTATIONS

2021 ◽  
pp. 1-6
Author(s):  
Joseph D. Chapman ◽  
Stacey Schetzsle ◽  
Jessica G Zeiss
Keyword(s):  
Experiential Learning ◽  
Sales Management ◽  
Coaching Skills ◽  
Management Students

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

2020 ◽  
Vol 51 (5) ◽  
pp. 579-597
Author(s):  
Rosane Dal Magro ◽  
Marlei Pozzebon ◽  
Soraia Schutel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Management Education ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Community Based ◽  
Teachers And Students ◽  
Management Students

In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

A case for early semester utilization of business simulations

2019 ◽  
Vol 11 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Mark Angolia ◽  
April Helene Reed
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Research Question ◽  
Student Experiences ◽  
Business Simulation ◽  
Content Type ◽  
Early Use ◽  
Management Students ◽  
The Impact

PurposeThe purpose of this paper is to encourage the use of simulations early in a semester, rather than as a course capstone activity, in an effort to utilize simulations as a foundational experience. The intent is to support teaching and learning, as opposed to using simulations as a capstone assignment or assessment tool.Design/methodology/approachA comprehensive literature review synthesizing higher education business simulation effectivity and evaluation methods provides support for the analysis of 60 undergraduate supply chain management students and 96 surveys conducted over two years. The research question explores effectiveness based on the point of time during a semester a simulation was used.FindingsThe analysis of simulation effectiveness, based on the impact of course enjoyment and assistance with learning key course competencies, showed no significant differences for simulations used early in a semester or as an end-of-semester capstone event.Practical implicationsSimulations are effective tools regardless of when they are employed, but there may be significant benefits to using a simulation early in a semester by capitalizing on the tool’s inherent experiential learning functionality, active learning theory and the Kolb Experiential Learning Cycle. Early use of simulations provides common student experiences and creates a foundation for educators to develop a deeper understanding of course concepts. Additional instructor effort is needed to develop external, course specific student work to supplement and enhance the simulation experience. Early use also creates post-simulation debriefing benefits that may be precluded by the end-of-semester simulation events.Originality/valueEvidence suggests that simulations are primarily utilized as course capstone events and/or serve as comprehensive tools to integrate/assess a semester’s worth of conceptual learning. This work fills a gap in the research concerning time frames within a semester when simulations are traditionally employed, presenting a paradigm shift toward early utilization.

Using Experiential Learning Theory and the Myers-Briggs Type Indicator in Teaching Business Communication

2000 ◽  
Vol 63 (3) ◽  
pp. 39-48 ◽  
Author(s):  
Valerie Priscilla Goby ◽  
Justus Helen Lewis
Keyword(s):  
Experiential Learning ◽  
Business Communication ◽  
Experiential Learning Theory ◽  
Myers Briggs Type Indicator ◽  
Business Environments ◽  
Type Indicator ◽  
Myers Briggs ◽  
New Business ◽  
How People Learn ◽  
Management Students

As more emphasis is placed on groupwork in business environments, management students need to be aware of the psychological underpinnings of communication. They also benefit from understanding how people learn because they are likely to have to incorporate such understanding when, as managers, they implement orga nizational change. Moreover, they have to become life-long learners themselves as they adapt to new business environments. Business communication classes can perform an important role in preparing students to meet these challenges by intro ducing them to the Myers-Briggs Type Indicator and Kolb's experiential learning cycle.

Advocating Service Learning for Developing Citizenship in University Students in South Africa

2010 ◽  
Vol 24 (4) ◽  
pp. 287-296 ◽  
Author(s):  
Nirmala Dorasamy ◽  
Soma Pillay
Keyword(s):  
South Africa ◽  
Public Sector ◽  
Service Learning ◽  
Experiential Learning ◽  
Public Management ◽  
Teaching And Learning ◽  
The Public ◽  
Community Needs ◽  
Public Servant ◽  
Management Students

An effective and efficient public sector is largely dependent on employees who accept the responsibility for providing high-quality public services. It can be argued that public management students, as future employees in the public sector, need to be educated for responsible citizenship. Higher education institutions in South Africa are expected to promote social and economic development, and service learning can serve as a catalyst for developing responsible citizenship among public management students. This article investigates how service learning, as an experiential form of learning which has its roots in community service, meets community needs, enhances teaching and learning and contributes towards responsible citizenship. The extent to which service learning in public management as a discipline has been adopted by universities of technology in South Africa is also explored. It is argued that while public management students are expected to engage in experiential learning in the public sector, community-based learning should be included as a compulsory component of experiential learning. The authors suggest that service learning can make a significant contribution to socially responsible citizenship, an important value underpinning any public servant.

Dilemmas in sustainability

2014 ◽  
Vol 33 (6) ◽  
pp. 594-602 ◽  
Author(s):  
Isabel Canto de Loura
Keyword(s):  
Experiential Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Learning Experience ◽  
Potential Contribution ◽  
Student Body ◽  
Cultural Perceptions ◽  
Content Type ◽  
Management Students

Purpose – The purpose of this paper is to contextualize the potential contribution that experiential learning and a learner-centred pedagogical approach may have when aiming to embed sustainability-focused and corporate social responsibility issues in businesses throughout the core curriculum targetted at international cohorts of undergraduate management students. Design/methodology/approach – A new conceptual framework for experiential learning that draws on both scholarly and experimental learning. Using learner-centred learning, the approach aims to engage each student to act both as a learner and a mentor, thus empowering them into enhancing their own and the overall class’ learning experience. Findings – Applying the diversity of students’ individual cultural mindsets to analyse and critically evaluate some of the current most pressing organizational and national/international dilemmas in sustainability. The preliminary outcomes seem to indicate that this approach enriches the students’ learning experience and motivates them to become reflective practitioners and sustainability-focused leaders in their future organizational roles. Research limitations/implications – A framework for an empirical mapping of this important area of teaching and learning (T & L) aimed at a highly international body of undergraduate management students. This is currently under-represented in academic writing and practice, as most of the comparable situations so far mainly address post-graduate cases and do not reflect on the international diversity of the student body. Practical implications – This research reflects on the importance of embedding diverse views on the same issues based on different cultural and socio-economic perspectives, and therefore it brings value to the students’ experience in view of enhancing their global and international human relations awareness and negotiation skills in view of more meaningful sustainability-focused plans and actions. Social implications – Students become aware of differences in needs, resources, cultural perceptions, business standards, practices and policies in place in different countries, and they will be committed to embedding sustainability issues in their future life as business practitioners and will be able to ensure the most appropriate business responses to a planet and humanity under pressure. Originality/value – A rather innovative T & L approach to embed sustainability issues in undergraduate management students training in a highly international context. This is currently under-represented in academic writing and practice, in spite of the numerous programmes that nowadays bring students from all over the world to study together at higher education/university undergraduate level.

The Impact of SimVenture on the Development of Entrepreneurial Skills in Management Students

2015 ◽  
Vol 29 (5) ◽  
pp. 379-395 ◽  
Author(s):  
Dina Williams
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Current Status ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Management Students ◽  
The Impact ◽  
Business And Management

The purpose of this study was to bridge a gap in our understanding of the role business simulation games can play in the development of entrepreneurial capabilities in undergraduate students. While entrepreneurship education has come a long way from being a branch of business and management studies, to its current status as a core discipline in its own right, the debate on the pedagogy of entrepreneurship education continues. The best results in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Game-based learning is an emerging pedagogy that brings together the evolving nature of young learners and experiential learning. Grounded in the theory of experiential learning and action research methodology, this study investigates how a particular business simulation game, SimVenture, develops not only students' business and management skills but also their entrepreneurial attitude and values. The findings suggest that the business simulation allowed students to face their limitations, overcome some of them and make significant progress in their learning. Using SimVenture improved students' appreciation of business in general and the challenges entrepreneurs have to face in running a business.

scholarly journals Engaging business: using practice-based experiential learning approaches to enrich MBA programmes

2017 ◽  
Author(s):  
Justin O'Brien ◽  
Donna Brown
Keyword(s):  
Experiential Learning ◽  
Business Administration ◽  
Reflective Practitioner ◽  
Learning Approaches ◽  
Diverse Range ◽  
Mba Students ◽  
College And University ◽  
Business Partners ◽  
Management Students

This practice-oriented paper seeks to identify business engagement as a form of experiential learning and to share insights of an approach which was developed to enhance reflective practitioner opportunities for MBA students. The authors have significant experience in partnering, designing and delivering a variety of business engagement activities undertaken with postgraduate management students. This is collated as a reflexive review of attempts, across 20 iterations with a diverse range of partner organisations, to introduce and expand on elements of experiential learning within the authors' institution.The paper's main contribution is the identification of opportunities and challenges involved in implementing and managing engagement with business to enrich the experience of Master in Business Administration (MBA) students. Firstly, a summary of the rationale for introducing different iterations of the business engagement approach is given. Then the paper seeks to identify a variety of potential hurdles and solutions associated with harnessing business engagement as a form of practical experiential learning, which are designed to illustrate the practicalities of implementing the approach for school, college and university professionals. Findings highlight implementation insights and the learning achieved by staff, students and business partners.

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