scholarly journals Marketing Plan Competition For Experiential Learning

2011 ◽  
Vol 4 (12) ◽  
pp. 51-60
Author(s):  
Emin Civi ◽  
Elif S. Persinger
Keyword(s):  
Experiential Learning ◽  
Real Life ◽  
Marketing Management ◽  
Marketing Plan ◽  
Teaching Techniques ◽  
Learning Opportunity ◽  
Student Teams ◽  
Apply Theory ◽  
Traditional Lectures

Many students find traditional lectures, routine memorization, and restatement of facts and terms tedious and boring (Munoz and Huser, 2008). This requires professors to employ a variety of teaching techniques, for example, live case classroom projects. Such an experiential learning opportunity encourages students to become involved with the materials they are attempting to learn by requiring them to apply theory to real-life situations where ambiguity, change, and risk exist (Lewis and Williams, 1994). This paper presents an assessment of a semester long marketing plan competition, which was incorporated into the Marketing Management Course. The competition required all student teams to deal with the assigned client and compete with each other to produce the winning marketing plan. Student feedbacks indicated they enjoyed the experiential learning opportunity and the competition format.

scholarly journals Case and Real-Life Problem-Based Experiential Learning with Information System Projects

10.28945/2617 ◽  
2003 ◽  
Author(s):  
Zbigniew J. Gackowski
Keyword(s):  
Information System ◽  
Experiential Learning ◽  
Real Life ◽  
California State University ◽  
State University ◽  
Team Projects ◽  
Real Life Problem ◽  
Student Teams ◽  
Concrete Experience ◽  
Computer Information System

The focus of this paper is case and real-life problem-based (Ewell, 1997) experiential learning with computer information system projects at California State University Stanislaus. The experiential learning occurs within a four- stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experime n-tation. The four principles and strategies applied to bring knowing and doing together are: concreteness, involvement, dissonance, and reflection. The paper shows how the four types of learning environments (affective, perceptually oriented, symbolic, behavioral) are implemented, and student teams guided. Multi-disciplinary aspects of experiential education, and drawbacks specific to the academic environment in assessing students’ performance in team projects are discussed.

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.

scholarly journals Experiential Learning: A Definitive Edge In The Job Market

2010 ◽  
Vol 3 (2) ◽  
pp. 115-118 ◽  
Author(s):  
James Clark ◽  
Gayle Webb White
Keyword(s):  
Experiential Learning ◽  
Business Strategy ◽  
Real Life ◽  
Marketing Research ◽  
Free Enterprise ◽  
Business Majors ◽  
Learning Program ◽  
Corporate Leaders ◽  
Learning Programs ◽  
Complete Detail

The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and many additional types of programs to promote the application of learning and involvement with the world of work.  The paper presents one unique experiential learning program in complete detail—Student in Free Enterprise’s Walgreens Wrangle.  This is a twelve-university business strategy competition sponsored by the Students in Free Enterprise team at Southern Arkansas University that has the three-day involvement of managers of four major corporations.  This period of time to interact both professionally and socially with a corporate group has proven to be invaluable to business majors and provided them with many experiential learning experiences.

Experiential Learning Opportunities

2018 ◽  
pp. 189-217 ◽  
Author(s):  
Ping Yang
Keyword(s):  
International Students ◽  
Experiential Learning ◽  
Language Learning ◽  
Cultural Context ◽  
Language Skills ◽  
Real Life ◽  
Cultural Immersion ◽  
Project Outcomes ◽  
Mobility Programs ◽  
Past Experiences

This chapter examines how international students use experiential learning to improve their Chinese language skills through cultural immersion in China. This experiential learning mobilizes them to practice their Chinese communication skills in authentic context and in real use. Furthermore, they immerse themselves in the cultural context, reflecting on language and cultural differences, appreciating cultural diversities, and improving communicative competence. Using a qualitative method, the researcher collected data from various sources about six international students from five countries. The subjects' real-life experiences mirror their daily activities. Using Nvivo 11 as a tool, the researcher critically analyzed data, categorized contents into emerging themes. The project outcomes are useful for international students currently studying in China to reflect on their past experiences and are also beneficial to those who want to join study abroad and mobility programs, better prepare themselves for language learning and cultural immersion in China in the future.

Contraceptives Scavenger Hunt: An Example of Experiential Learning in a Sexual and Reproductive Health College Class

2016 ◽  
Vol 3 (2) ◽  
pp. 82-89
Author(s):  
Humberto López Castillo ◽  
Elizabeth A. Lockhart ◽  
Alison B. Oberne ◽  
Ellen M. Daley
Keyword(s):  
Reproductive Health ◽  
Experiential Learning ◽  
Sexual And Reproductive Health ◽  
Real Life ◽  
Transportation Cost ◽  
Student Learning Outcomes ◽  
Learning Challenges ◽  
Life Context ◽  
College Class ◽  
Ease Of Access

Teaching sexual and reproductive health in general, and contraceptives in particular, presents instructors with diverse challenges. While instructors need to cover textbook concepts, the classroom setting does not offer much context for a significant, experiential learning opportunity. We have developed and implemented a Contraceptives Scavenger Hunt assignment, designed to facilitate experiential learning and put class concepts into real-life context. Students were provided with three groups of sexual and reproductive health items that were discussed in class (contraceptives for males, contraceptives for females, and other interesting items). They had to choose one item from each group and hunt for it in local stores, pharmacies, sex shops, and so on. They reported on their overall experience and identified barriers they would not have thought of in class (e.g., transportation, cost, ease of access). Variations to this activity, its implications for experiential learning, challenges to its implementation, and its impact on student learning outcomes were discussed.

scholarly journals Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements

2016 ◽  
Vol 49 (01) ◽  
pp. 132-138 ◽  
Author(s):  
John David Gerlach ◽  
Tyler P. Reinagel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Public Administration ◽  
Real Life ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Approach ◽  
Community Benefit ◽  
Education Today ◽  
Additional Exposure

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

scholarly journals Fostering Interdisciplinary Research through Experiential Learning

2013 ◽  
Vol 5 ◽  
Author(s):  
Susan Hirsch ◽  
Agnieszka Paczynska ◽  
Philip Gamaghelyan
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Student Learning ◽  
Interdisciplinary Research ◽  
Real Life ◽  
Learning Activities ◽  
Research Skills ◽  
Capstone Course ◽  
Faculty Team

For a number of years, a student/faculty team at the School for Conflict Analysisand Resolution has been developing experiential learning activities (ELAs) toincrease student learning, student engagement, and students' critical thinkingabilities. The team developed several new activities focused on improving studentlearning of research skills and conventions in the interdisciplinary conflict analysisand resolution field. During this session, presenters will discuss activities andmaterials developed for the program's capstone course, CONF 490, wheretheoretical readings and class activities that helped students prepare their finalresearch product were supplemented by examples of real-life research. 

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