Evaluating experiential learning in the business context: contributions to group-based and cross-functional working

Abstract

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting such efforts. In this paper, we investigate one exercise and the impact it has had on the student experience and learning performance. Two analyses are conducted: firstly, students were surveyed to establish their perceptions of the quality and value of the exercise related to these aims; secondly, 10 years of course marks were evaluated for changes in overall student performance after the introduction of the exercise. Findings provide strong support for experiential approaches. Implications for management education are discussed.

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

“…Although group learning can be beneficial to weaker students by helping to support their self-esteem and facilitating their learning (Crooks, 1988), certain student groupings may still find it difficult to participate in active engagement. This may, in part, reflect the variation in the results reported in the literature regarding the attitude of students towards group activities (Cadiz Dyball et al, 2007;Shah, 2013;& Piercy, 2013). Due to the limited size of this project, it is not possible to investigate this further.…”

“…Subsequently, students often received relatively low grades on their two assignments. Drawing from existing research (Fallows & Ahmet, Bell, R. (2016) org/10.1080/14703297.2014.956780 1999; Matveev & Milter, 2010;Piercy, 2013) the business school implemented a new, intensive course format, aiming to increase student participation, increase the relevancy of the teaching, and promote independent learning in a less formal and more collegiate environment. Importantly, students were encouraged to develop constructive and reflective practices by allowing time for reflection and feedback throughout the process, as discussed by Beveridge (1997).…”

“…Students are also more likely to fully engage in their learning when they find assignments and presentations meaningful and personally relevant (Meece, 1991). Piercy (2013) found that students perceive an applied workshop experience to be both engaging and personally relevant, providing a better incentive to learn than the traditional lecture format.…”

Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive

“…However, active engagement in an activity together with enjoyment of the experience can significantly increase both motivation and learning (Karns, 2005;Elam and Spotts, 2004). It is, perhaps, not surprising that active experiential learning approaches are increasingly being introduced into syllabi to supplement traditional teaching formats (Piercy, 2013;Karns, 2005;Daly, 2001). While studies on student satisfaction with experiential learning are varied, Piercy and Caldwell (2011) found, in a multicultural study, that students reported high levels of satisfaction with experiential learning.…”

“…New approaches have included business simulations, meeting and interviewing entrepreneurs, developing business plans, and attending entrepreneurship forums. Piercy (2013) argues however, that while experiential approaches have become an increasingly favoured form of pedagogy for business educators, student reactions to experiential approaches require further investigation. Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive.…”