Value added: West Virginia University’s approach to innovative experiential learning

2019 ◽  
Vol 46 (5) ◽  
pp. 599-609
Author(s):  
Naomi E. Boyd ◽  
Gulnara R. Zaynutdinova ◽  
Michael Burdette ◽  
Nathan Burks
Keyword(s):  
Experiential Learning ◽  
West Virginia ◽  
Value Added ◽  
Financial Education ◽  
Learning Opportunities ◽  
Student Experiences ◽  
Investment Fund ◽  
West Virginia University ◽  
Content Type ◽  
And Performance

Purpose The purpose of this paper is to expand the domain of experiential learning by sharing the experiences of establishing and developing student managed investment fund (SMIF) at West Virginia University (WVU). Design/methodology/approach This paper discusses the structure and performance of the SMIF at WVU within the context of experiential learning literature in financial education. Findings The adopted structure and coordination of SMIF appears to be effective in bridging the gap between classroom and the professional world, while significantly enhancing student experiential learning opportunities, engagement and professional preparedness. Originality/value The paper presents experience of launching and operating a SMIF at WVU, which has recently joined the ranks of R1 research universities. While the importance of research productivity has been on the rise, the significance of strengthening student experiences has also been growing and maintaining the balanced approach can be challenging. Enrollment in WVUs undergraduate finance program grew 33 percent over the past three years. With growing enrollment and competitiveness of finance degree programs, experiential learning opportunities like WVU’s SMIF are an essential for an evolving curriculum.

Perceived value of internship experience: a try before you leap

2018 ◽  
Vol 8 (4) ◽  
pp. 376-394 ◽  
Author(s):  
Sonali Bhattacharya ◽  
Netra Neelam
Keyword(s):  
Experiential Learning ◽  
Performance Feedback ◽  
Work Experience ◽  
Selection Process ◽  
Learning Orientation ◽  
Research Approach ◽  
Content Type ◽  
Internship Experience ◽  
And Performance ◽  
Task Variety

Purpose The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback. Design/methodology/approach The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor. Findings The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern. Originality/value The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

Intellectual capital and performance of listed companies: empirical evidence from Italy

2014 ◽  
Vol 18 (1) ◽  
pp. 22-35 ◽  
Author(s):  
Domenico Celenza ◽  
Fabrizio Rossi
Keyword(s):  
Explanatory Power ◽  
Value Added ◽  
Listed Companies ◽  
Cross Sectional ◽  
Content Type ◽  
Accounting Performance ◽  
And Performance ◽  
The One ◽  
Two Stages ◽  
The Relationship

Purpose – The aim of this paper is to investigate the relationship between corporate performance and Value Added Intellectual Coefficient (VAICTM) on the one hand, and the relationship between the variations in market value and the variations in VAIC on the other hand. Design/methodology/approach – Starting from the VAIC model, 23 Italian listed companies were examined with the aim of investigating the relationship between VAIC and the performance of the firms in the sample. The analysis was divided into two stages. In the first stage, eight models of linear regression were estimated to verify the presence of a positive and statistically significant relationship between M/BV and VAIC and between accounting performance indicators (ROE, ROI, ROS) and the VAIC. In the second stage, six other models were tested, considering as an independent variable the variations in VAIC and the variations in profitability indicators. Findings – The outcomes of the application stress the importance of VAIC in the explanation of the variations in MV and its role as “additional coefficient” in the analysis of equity performance. Originality/value – This methodology highlights some very interesting aspects. In particular, whereas the relationship between M/BV and VAIC and between profitability indicators (ROI, ROE, ROS) and VAIC is statistically insignificant, the subsequent analysis highlights the importance of VAIC as a variable capable of increasing the explanatory power of the regression in a cross-sectional perspective.

QMS external quality auditors’ education framework: findings from an iterative Delphi study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Roslina Ab Wahid ◽  
Nigel Peter Grigg
Keyword(s):  
Operations Management ◽  
Delphi Study ◽  
Value Added ◽  
Accreditation Body ◽  
Delphi Panel ◽  
External Quality ◽  
Content Type ◽  
Curriculum Framework ◽  
And Performance ◽  
Audit Performance

PurposeThe paper aims to describe the development of an open curriculum framework of external quality auditors (EQAs) education. The study was commissioned by accreditation body JAS-ANZ, with the objective of improving EQA audit performance, resulting in more effective audits that can add value to client organisations.Design/methodology/approachThe key sets of knowledge, skills and attributes that auditors should possess were identified from the literature and an initial survey, and validated through several rounds of experts' opinion using the Delphi technique. The Delphi panel consisted of: top managers; quality practitioners; academicians; quality auditors, consultants and managers; a financial auditor and other managers. Kendall's coefficient of concordance (Kendall's W) was used to measure the level of agreement of the experts' ranking scores.FindingsPanelists believed there is a need for EQAs to be more broadly grounded in certain knowledge, skills, and attributes. The knowledge requirements for EQAs were: audit principles, process and methods; quality management principles, system, and standards; risk management; business process and operations management; applicable legal, regulatory and contractual requirements; strategic planning; and performance measurement. EQAs need strong skills in communication, auditing, people relations, critical thinking, report writing, leadership, coaching and coordination. The attributes considered essential are objectivity, integrity, ethics and professionalism; being observant, perceptive, articulate and confident; having good judgement; being flexible, adaptive, diplomatic, fair and open-minded. Based on these outcomes, the curriculum framework of EQAs was developed.Originality/valueThis study highlights the core elements required in a syllabus to prepare EQAs for value-added auditing in the present and future. The educational framework can be adopted by accreditation and certification bodies to evaluate and improve their auditors' audit performance.

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.

The emotional mechanics of maintaining occupational boundaries between change professionals

2019 ◽  
Vol 27 (1) ◽  
pp. 30-32
Keyword(s):  
Organizational Development ◽  
Value Added ◽  
Learning Opportunities ◽  
Human Resource Managers ◽  
Content Type ◽  
Resource Managers ◽  
Patterns Of Behavior ◽  
Pertinent Information ◽  
Being There ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds his/her own impartial comments and places the articles in context. Findings This research paper concentrates on patterns of behavior exhibited by human resource managers and external organizational development practitioners to retain their occupational boundaries. A sense of competitive occupational threat is pervasive and often erodes the value added by both professionals when organizations proceed through change processes, despite the potential for mutually valuable and organizationally beneficial learning opportunities being there for the taking. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Experiential learning in accounting work-integrated learning: a three-way partnership

2015 ◽  
Vol 57 (2) ◽  
pp. 204-218 ◽  
Author(s):  
Evangeline Elijido-Ten ◽  
Louise Kloot
Keyword(s):  
Experiential Learning ◽  
Online Survey ◽  
Study Data ◽  
Accounting Students ◽  
Integrated Learning ◽  
Content Type ◽  
Performance Reviews ◽  
Medium Enterprise ◽  
And Performance ◽  
Work Integrated Learning

Purpose – Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context. Design/methodology/approach – Case-study data for this research were collected from the case university’s processes, semi-structured in-depth interviews with employer representatives and online survey with WIL students. Findings – The analysis reveals that both SMEs and large firms provide good training opportunities that enhance the student’s experiential learning particularly when proper WIL structures for pre-placement processes, training, supervision and performance reviews are in place. The results also confirm that WIL is seen as a positive experience by employers and students alike. Originality/value – There is a three-way partnership between the university, employers and students in a WIL contract. Calls for collaborative research involving all three parties have been made to enhance WIL programs. This study is a response to this call.

scholarly journals LESSONS FROM THE INAUGURAL SATELLITE DESIGN CHALLENGE

2013 ◽  
Author(s):  
Dario Schor ◽  
Kane Anderson ◽  
Ahmad Byagowi ◽  
Brady Russell ◽  
Scott McKay ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Technical Skills ◽  
Learning Opportunities ◽  
Satellite Design ◽  
Requirements Specifications ◽  
Space Agency ◽  
University Of Manitoba ◽  
Design Challenge ◽  
And Performance ◽  
Definition Of

The inaugural Canadian Satellite Design Challenge provided many experiential learning opportunities for students through the design, implementation, and testing of the T-Sat1 nanosatellite.The University of Manitoba team elected to build all components from the ground up in order to develop many technical and non-technical skills that complement the classroom experience.The first phases of the project focused on the definition of requirements, specifications, and interfaces. Then, the team began prototyping, implementing, and integrating subsystems. Finally, the spacecraft was tested at the Canadian Space Agency laboratories in Ottawa and obtained second place overall in the competition.This paper describes some of the major lessons from the implementation, integration, and testing phases of the project. In addition, some insight is provided as to the ongoing changes for the second iteration of the competition that aim at improving the experience and performance of the satellite.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

Measures of learning in the workplace

2019 ◽  
Vol 27 (4) ◽  
pp. 15-18
Keyword(s):  
Workplace Learning ◽  
Business Environment ◽  
Learning Opportunities ◽  
Diverse Range ◽  
Empirical Measures ◽  
Content Type ◽  
Factors Affecting ◽  
Pertinent Information ◽  
And Performance ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Workplace learning is important for both individuals and organizations for sustainable development in a fast-paced and changing competitive business environment. This article looks at 9 empirical measures of workplace learning, looking at individual and contextual factors affecting learning, activities for learning, and the outcomes of learning. The review provides Human Resource departments guidance on supporting a diverse range of job-related learning opportunities to increase employee and organizational knowledge and performance. Originality The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Managerial competencies and organizational structures

2014 ◽  
Vol 114 (6) ◽  
pp. 922-935 ◽  
Author(s):  
Karmen Verle ◽  
Mirko Markič ◽  
Borut Kodrič ◽  
Annmarie Gorenc Zoran
Keyword(s):  
Organizational Structure ◽  
Value Added ◽  
Organizational Structures ◽  
Structure Type ◽  
Management Competencies ◽  
Content Type ◽  
Managerial Competencies ◽  
Top Managers ◽  
Individual Variables ◽  
And Performance

Purpose – The purpose of this paper is to determine whether there is a relationship among leadership, action, social, and personal competencies of managers in modern organizational structure types and whether a relationship exists between a company's organizational structure and performance. Design/methodology/approach – A questionnaire was carried out among top managers in Slovene mid- and large-sized companies. The relationship among managerial competencies, the choice of organizational structure type and the company effectiveness were measured with a value-added approach. The method of structural models was used for establishing the affect among individual variables. Findings – The results support the hypothesized effect of managerial competencies on a company's organizational structure type. The effect of a modern, horizontal organizational structure on a company's performance and growth on the market facilitates the achievement of higher value added as well as has a direct impact of managerial competencies on a company's performance. Research limitations/implications – The study was limited to mid- and large-sized companies in Slovenia. Only top managers were included in the study as they are the ones that are responsible and have the largest influence in creating a company's organizational structure. Practical implications – The paper includes implications to those organizations in the process of restructuring and for those companies that are prepared to modify traditional principles of management participation. Originality/value – To the authors knowledge no research studies were found that examined the affect and relation of top management competencies with respect to different organizational structures.

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