An Experiential Exercise in Service Environment Design

2012 ◽  
Vol 34 (2) ◽  
pp. 156-164 ◽  
Author(s):  
Kendra Fowler ◽  
Eileen Bridges
Keyword(s):  
Experiential Learning ◽  
Opportunity To Learn ◽  
Services Marketing ◽  
Environment Design ◽  
Service Environment ◽  
Concrete Experience ◽  
Hands On ◽  
Active Testing ◽  
Service Environments ◽  
The Impact

A new experiential exercise affords marketing students the opportunity to learn to design service environments. The exercise is appropriate for a variety of marketing courses and is especially beneficial in teaching services marketing because the proposed activity complements two other exercises widely used in this course. Service journal and blueprinting exercises are commonly assigned to examine the impact of “people” and “process” decisions; the exercise proposed in this article offers an opportunity to examine the influence of “physical evidence” on the customer experience. Thus, these three exercises expose students to hands-on activities related to all three of the additional Ps related to services marketing. In addition to explaining how to carry out the exercise, this article provides evidence of how it actively engages students in all four steps of the experiential learning cycle (concrete experience, abstract conceptualization, reflective observation, and active testing). Finally, the ability of this exercise to close the loop in experiential learning is discussed.

scholarly journals Experiential Learning in Management Education

2017 ◽  
Vol 15 (1) ◽  
pp. 42-56 ◽  
Author(s):  
Eyal Eckhaus ◽  
Galit Klein ◽  
Jeffrey Kantor
Keyword(s):  
Experiential Learning ◽  
Management Education ◽  
The Novel ◽  
Management Skills ◽  
Business World ◽  
Final Grade ◽  
Hands On ◽  
Course Material ◽  
Game Simulation ◽  
The Impact

Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

Enhancing Experiential Learning in Collaborative-Competitive Student Design Teams

2011 ◽  
Author(s):  
Keith Hurdelbrink ◽  
Bobby Doyle ◽  
David Collins ◽  
Nic N. Evans ◽  
Paul A. Hatch ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Design Teams ◽  
Student Centered ◽  
New Members ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Hands On ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. In this paper we present a peer-to-peer learning environment for student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment for collaborative-competitive student design teams. A student-taught seminar course on designing an FSAE vehicle is being offered to new members of the team to address issues in collaborative-competitive student design teams, which addresses the concrete experience and active experimentation element of the experiential model, but has deficiencies in the reflective observation and abstract conceptualization elements of the cycle. In this paper we will present the structure of the seminar course and how it tries to support and enhance the experiential learning in the FSAE team.

scholarly journals Analysis of an N–Policy GI/M/1 Queue in a Multi–Phase Service Environmentwith Disasters

2018 ◽  
Vol 28 (2) ◽  
pp. 375-386 ◽  
Author(s):  
Tao Jiang ◽  
Sherif I. Ammar ◽  
Baoxian Chang ◽  
Liwei Liu
Keyword(s):  
Length Distribution ◽  
Threshold Value ◽  
Model Parameters ◽  
Service Environment ◽  
Queue Length Distribution ◽  
Stationary Queue Length Distribution ◽  
Service Environments ◽  
Multi Phase ◽  
The Impact ◽  
Number Of Customers

Abstract This paper investigates an N-policy GI/M/1 queue in a multi-phase service environment with disasters, where the system tends to suffer from disastrous failures while it is in operative service environments, making all present customers leave the system simultaneously and the server stop working completely. As soon as the number of customers in the queue reaches a threshold value, the server resumes its service and moves to the appropriate operative service environment immediately with some probability. We derive the stationary queue length distribution, which is then used for the computation of the Laplace-Stieltjes transform of the sojourn time of an arbitrary customer and the server’s working time in a cycle. In addition, some numerical examples are provided to illustrate the impact of several model parameters on the performance measures.

The effectiveness of problem-based learning in technical and vocational education in Malaysia

2019 ◽  
Vol 61 (5) ◽  
pp. 552-567 ◽  
Author(s):  
Noor H. Jabarullah ◽  
Hafezali Iqbal Hussain
Keyword(s):  
Experiential Learning ◽  
Vocational Education ◽  
Student Performance ◽  
Problem Based Learning ◽  
Vocational Education And Training ◽  
Kuala Lumpur ◽  
Content Type ◽  
Hands On ◽  
Technical And Vocational Education ◽  
The Impact

PurposeThe purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.Design/methodology/approachThe setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.FindingsStudents in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.Research limitations/implicationsThe sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.Originality/valueThe findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

Experiential Learning of Networking Technologies: Understanding Web Security

2018 ◽  
Author(s):  
Ram P. Rustagi ◽  
Viraj Kumar
Keyword(s):  
Experiential Learning ◽  
Web Security ◽  
Web Based ◽  
Security Issues ◽  
Hands On ◽  
Networking Technologies

With the rapid increase in the volume of e-commerce, the security of web-based transactions is of increasing concern. A widespread but dangerously incorrect belief among web users is that all security issues are taken care of when a website uses HTTPS (secure HTTP). While HTTPS does provide security, websites are often developed and deployed in ways that make them and their users vulnerable to hackers. In this article we explore some of these vulnerabilities. We first introduce the key ideas and then provide several experiential learning exercises so that readers can understand the challenges and possible solutions to them in a hands-on manner.

An improved de Laval nozzle experiment

2021 ◽  
pp. 030641902110341
Author(s):  
Nicholas Goodman ◽  
Brian J Leege ◽  
Peter E Johnson
Keyword(s):  
Data Acquisition ◽  
Laval Nozzle ◽  
Flow Characteristics ◽  
Data Acquisition System ◽  
Isentropic Flow ◽  
Hands On ◽  
De Laval Nozzle ◽  
Physical Phenomena ◽  
The Impact ◽  
The Relationship

Exposing students to hands-on experiments has been a common approach to illustrating complex physical phenomena that have been otherwise modelled solely mathematically. Compressible, isentropic flow in a duct is an example of such a phenomenon, and it is often demonstrated via a de Laval nozzle experiment. We have improved an existing converging/diverging nozzle experiment so that students can modify the location of the normal shock that develops in the diverging portion to better understand the relationship between the shock and the pressure. We have also improved the data acquisition system for this experiment and explained how visualisation of the standing shock is now possible. The results of the updated system demonstrate that the accuracy of the isentropic flow characteristics has not been lost. Through pre- and post-laboratory quizzes, we show the impact on student learning as well.

Brokering reflective spaces: Experiential learning in a summer opera program

2021 ◽  
pp. 147402222110074
Author(s):  
Kelly Bylica ◽  
Sophie Louise Roland ◽  
Laura Benjamins
Keyword(s):  
Experiential Learning ◽  
Critical Reflection ◽  
Music Performance ◽  
Theory And Practice ◽  
Learning Program ◽  
Musical Skills ◽  
Musical Engagement ◽  
High Level ◽  
Practice Framework ◽  
The Impact

Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.

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