Teaching Causation and Effectuation in the Large Classroom: A Production–Trade Game

Researchers claim that experiential learning approaches (e.g., gamification) are well-suited to management and entrepreneurship education. However, this research has been conducted mostly in small classroom settings. With the increases in the number of university business students, many business courses have also increased in size. The large classroom setting introduces new pedagogic concerns, in particular regarding the complexity of the teaching–learning environment, as a result of students having diverse educational backgrounds, skills, and learning styles. This article explores this concern in its investigation of the ways in which business higher education can prompt various business behaviors among students in large classrooms.By utilizing the gamification of concepts, we created an experiential learning exercise—the Strategic Business Game. Questionnaire surveys conducted with the 126 university students enrolled into two majors during the game reveal that this educational learning experience prompts the students’ causation and effectuation behaviors. In this educational learning experience, the complexity of the large classroom is seen as an advantage and gives the educators an opportunity to increase the quality of the student interaction. Furthermore, this study emphasizes the appropriateness of experiential learning through gamification on individuals’ business behaviors as revealed in large classes in management and entrepreneurship education.

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How Entrepreneurship Can Be Learned through Experiential Learning Formats, Especially through Training Firms

International Journal Of Management and Applied Research ◽

10.18646/2056.74.20-033 ◽

2020 ◽

Vol 7 (4) ◽

pp. 471-481

Author(s):

Anne Heinze

Keyword(s):

Experiential Learning ◽

Informal Learning ◽

Best Practice ◽

Learning Experience ◽

Research Question ◽

Entrepreneurship Education ◽

Project Based Learning ◽

Present Contribution ◽

Entrepreneurial Training ◽

The Impact

A look at entrepreneurship education research shows that there are basically two types of entrepreneurship courses: First, courses for entrepreneurship and second, courses about entrepreneurship such as lectures, formal seminars, individual essays etc. Most of the latter courses can be characterized as teacher-centric where the student involvement is passive. From a more modern perspective and in order to train entrepreneurs trying, experimenting and learning about one's own experience is crucial. More innovative approaches, such as project-based learning, action-based learning and experiential learning, therefore, are gradually appearing on the scene In this context, within the last few years some universities have introduced training firms, mostly for students of economics and business. In Germany, due to a lack of legal possibilities training firms at public universities are still a rarity and therefore under-researched. Thus, the research question for the present contribution is how informal learning can be structured using training firms, and what effects this has on the preparation of learners for later professional practice and / or self-employment. Therefore, the methodology for this paper is first to review the literature related to entrepreneurial learning in order to better understand the informal learning experience in training firms. Second, the case of a communication design agency for students around HTW Berlin, a public university for applied sciences, is analyzed to gain insight into the impact that practice firms can have on entrepreneurship education in general, and in particular in non-business subjects. For this purpose, a case study has been developed based on interviews, which include both the perspective of the students and of the trainer. Overall, the results will show a best practice example of entrepreneurial training and learning in a university context, which can be useful for those involved in the development of course concepts for entrepreneurship education.

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Technology in Engineering Pedagogy to Progress the Excellence of Teaching

Methodologies and Outcomes of Engineering and Technological Pedagogy - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2245-5.ch001 ◽

2020 ◽

pp. 1-19 ◽

Cited By ~ 1

Author(s):

Durga Prasad Garapati ◽

Padmaja S.M.

Keyword(s):

Learning Strategies ◽

Learning Experience ◽

Teaching Experience ◽

Information Organization ◽

Learning Approaches ◽

Innovative Teaching ◽

Teaching Learning ◽

Student Grades ◽

Traditional Pedagogy ◽

Engineering Pedagogy

Quality evaluation is a basic part of education that enables teachers to help learning and to improve instructive programs. Engineering education has been confronting impressive difficulties concerning commendable educating, information organization, and knowledge deployment. Consequently, desires for new teaching methods and learning approaches should be created in the arena. The objective of this chapter is to incorporate various teaching learning methods, educational tools to improve the learning experience of students, and also to fulfil the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student grades. The experiment has been carried out on two courses of electrical and electronics engineering. There are no commendable measures to evaluate the learning outcomes of the student hourly basis in traditional pedagogy. Therefore, this chapter proposed various pedagogical approaches that help to achieve the desirable things.

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

Management Learning ◽

10.1177/1350507620908607 ◽

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.

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Experiential Learning and Learning Styles

Oxford Research Encyclopedia of International Studies ◽

10.1093/acrefore/9780190846626.013.175 ◽

2010 ◽

Author(s):

Eric Cox

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Learning Styles ◽

Student Learning ◽

Learning Style ◽

Learning Experience ◽

Internal Validity ◽

Validity And Reliability ◽

Starting Point ◽

Democracy And Education

The intellectual foundation of modern experiential learning theory owes much of its roots to John Dewey’s educational philosophy. In his seminal 1916 work, Democracy and Education: An Introduction to the Philosophy of Education, Dewey argued that human knowledge and education are rooted in inquiry, which in turn is rooted in human experience. His ideas, along with those of Jean Piaget, formed the basis of D. A. Kolb’s 1984 book Experiential Learning: Experience as the Source of Learning and Development. Kolb’s theory of learning, which he formulated to better understand student learning styles, became the starting point for the debate on the use of experiential learning. Kolb introduced a four-stage cycle to explain learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. His framework has been adopted to investigate how learning occurs inside the classroom. However, numerous criticisms have been leveled against Kolb’s learning styles approach. One type of criticism focuses on the importance of learning style on student learning, and another focuses on the construct validity, internal validity, and reliability of Kolb’s Learning Style Inventory (LSI). There are several avenues for improving the use of experiential learning techniques, such as the integration of service-learning into the classroom and an institutional commitment to designing a complete curriculum.

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Starting Point on the Development of Environemental Risk Management Compe-tences: experiential learning

WPOM - Working Papers on Operations Management ◽

10.4995/wpom.v8i0.7187 ◽

2017 ◽

Vol 8 ◽

pp. 109 ◽

Cited By ~ 1

Author(s):

Irene Martín Rubio ◽

Ana María Tarquis ◽

Diego Andina

Keyword(s):

Risk Management ◽

Experiential Learning ◽

Learning Styles ◽

Learning Outcomes ◽

Human Action ◽

Font Size ◽

Learning From Experience ◽

Know How ◽

Starting Point ◽

Teaching Learning

One of the characteristics of the European Space of Higher Education is to consider university degrees in terms of learning outcomes, and essentially expressed in forms of competence. Competencies represent a dynamic combination of attributes such as knowledge and its application, attitudes and responsibilities that describe the learning outcomes of a particular program.Transversal competences, such as competences towards environmental risk management, are part of the general characteristics of human action in economic and technical environments.The training, evaluation and development of professional competences can present different approaches and teaching-learning methodologies. In our study, we focus on learning from experience. With the evaluation of students' learning styles, we can begin to know how our students begin to develop their skills towards environmental risk management.

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Experiential learning model: improving entrepreneurial values through internship program at start-ups

Higher Education Skills and Work-based Learning ◽

10.1108/heswbl-01-2021-0014 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Donald Crestofel Lantu ◽

Yulianto Suharto ◽

Ira Fachira ◽

Anggraeni Permatasari ◽

Grisna Anggadwita

Keyword(s):

Experiential Learning ◽

Longitudinal Research ◽

Business Students ◽

Learning Experience ◽

Work Culture ◽

Content Type ◽

Study Approach ◽

Start Up ◽

Analysis Technique ◽

Start Ups

PurposeThe development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments.Design/methodology/approachThis study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning.FindingsThe results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values.Research limitations/implicationsThis study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program.Originality/valueThis study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies.

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The Texture of Entrepreneurship Programs: Revisiting Experiential Entrepreneurship Education Through the Lens of the Liminal–Liminoid Continuum

Entrepreneurship Education and Pedagogy ◽

10.1177/2515127419890341 ◽

2019 ◽

Vol 3 (3) ◽

pp. 236-264

Author(s):

Hugo Gaggiotti ◽

Carol Jarvis ◽

Jeremy Richards

Keyword(s):

Experiential Learning ◽

Student Learning ◽

Risk Taking ◽

Learning Experience ◽

Entrepreneurship Education ◽

Safety Net ◽

Social Recognition ◽

Rite Of Passage ◽

Venture Creation ◽

Education Programs

Positioning the liminal and the liminoid on a continuum, we define a “space” within which practice-led, experiential learning occurs. The more liminal processes within this space are associated with familiarity, wide social recognition, and relative security, the more liminoid are allied with risk-taking, innovation, creativity, and higher levels of uncertainty. Our research was conducted among student or founders on M-Entrep, an integrated Masters and venture creation program. Our findings suggest it is the coexistence of the liminal program experiences, such as the “rite of passage” of obtaining a Masters qualification, that act as a safety net as students embrace the fluidity and lack of security associated with the more liminoid experiences many associate with the venture creation endeavor. We argue that M-Entrep is an example of a program that interweaves liminal and liminoid processes, creating a texture that is both open and containing, facilitating “entrepreneuring” and encouraging students to reimagine themselves in new roles and statuses. By exploring entrepreneurship education through the lens of the liminal and the liminoid continuum, facilitators of entrepreneurship education programs can better appreciate, design, and influence the texture of this space to benefit the student learning experience.

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Stimulating Entrepreneurial Interest in Engineers Through an Experiential and Multidisciplinary Course Collaboration

Entrepreneurship Education and Pedagogy ◽

10.1177/2515127419856602 ◽

2019 ◽

Vol 3 (1) ◽

pp. 14-40 ◽

Cited By ~ 2

Author(s):

Nira Roy ◽

Francine Schlosser ◽

Zbigniew Pasek

Keyword(s):

Experiential Learning ◽

Attitude Change ◽

Engineering Students ◽

Business Students ◽

Entrepreneurship Education ◽

Teaching Intervention ◽

Start Up ◽

Program Data ◽

Innovation And Entrepreneurship

Entrepreneurship education is gaining momentum in today’s world. This article focuses on a teaching intervention introducing engineering students to multidisciplinary innovation and entrepreneurship, using experiential learning and the lean start-up method. We compare the experience and attitude change of engineers enrolled in a mixed cohort of undergraduate business and engineering students to those enrolled in an engineering-only cohort. To evaluate the effectiveness and outcome of the program, data were collected at the very beginning of each course and at their completion. Results indicated interest in entrepreneurship significantly increased at the end of the course and supported the concept that interest in entrepreneurship can be positively motivated through experiential learning. The engineering-only cohort experienced a greater change in entrepreneurial interest and were challenged more over the course of the term than the multidisciplinary cohort. Nonetheless, the multidisciplinary cohort benefited by interacting with business students and leveraging the shared disciplinary experience.

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Evaluating Experiential Learning Approaches for Asian Students at North American Universities

International Education Studies ◽

10.5539/ies.v14n10p14 ◽

2021 ◽

Vol 14 (10) ◽

pp. 14

Author(s):

Chen-Yu (Crystal) Feng ◽

Wei Song ◽

David D. Schein ◽

Paul Clark

Keyword(s):

Experiential Learning ◽

Learning Styles ◽

North American ◽

Learning Preferences ◽

Pedagogical Practices ◽

Asian Students ◽

Learning Approaches ◽

International Programs ◽

American Universities ◽

Future Direction

In recent years, experiential learning modality has become an integral part of business education in international programs. Although extensive research has been conducted in the experimental learning arena, the research regarding international students, especially the rapidly growing number of Asian students, with a significant percentage from China, is still limited. This study utilized a mixed-methods design using Kolb Experiential Learning Theory (ELT) to investigate the preferred experiential learning (EL) pedagogical practices for Asian students while studying at North American universities. This study revealed that students with a positive attitude toward EL could fundamentally strengthen their learning outcomes. In contrast, well-balanced learning styles should be emphasized instead of ranking the priority of learning preferences or taking only one learning approach. The limitations of the study and the future direction of related research are also presented.

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Experiential Learning: the field study trip, a student-centred curriculum.

Compass Journal of Learning and Teaching ◽

10.21100/compass.v11i2.815 ◽

2018 ◽

Vol 11 (2) ◽

Author(s):

Laurence Pattacini

Keyword(s):

Higher Education ◽

Experiential Learning ◽

Field Study ◽

Learning Experience ◽

Independent Learning ◽

Learning Theories ◽

Learning Approaches ◽

Student Centered ◽

Student Centered Learning ◽

Key Issues

Drawing from student-centered learning theories, this paper identifies key issues related to active participation of students, collaboration and independent learning. It draws from the author’s experience of developing and delivering a student-centered curriculum delivered around a field study trip. It explores approaches to active and experiential learning in Higher Education through the various stages of the curriculum development and the identification of the pedagogical benefits. The student-centered curriculum is part of a professional accredited course in Landscape architecture. The Field study trip is an opportunity to actively explore the topics of study in real settings and to learn through hands on experience, which is essential to form professionals confronted with making places through planning and design. More generally the field study trip module is an opportunity to understand how to practically embed experiential learning approaches in Higher Education. The paper also discusses the merits of field trip to address some issues related to the learning experience and participation in the context of the internationalisation of the students’ cohort.

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