Examining the effectiveness of experiential teaching methods in small and large OM modules

Abstract

Purpose-This paper examines the preferences of students towards different teaching methods and the perceived effectiveness of experiential teaching methods in different Operations Management (OM) modules. Design/methodology/approach-Student perceptions of different teaching methods and various aspects of an experiential teaching method, in the form of a business simulation game, are examined using survey data from 274 respondents in four small post-experience and two large pre-experience OM modules. Findings-Our analysis suggests that traditional and experiential teaching methods are both popular with OM students, whilst independent teaching methods are less well liked. Analysis also shows that students on both kinds of OM modules perceive most aspects of the experiential teaching method used in this study (The Operations Game) very positively. Research limitations-This research study was confined to a particular type of experiential teaching method-a business simulation game. There is a need for further research to investigate the perceived effectiveness of other experiential teaching methods, such as roleplays and live cases. Furthermore, the paper does not examine the use of experiential teaching methods that do not require the physical presence of students. Practical implications-For Operations Management educators, the paper clarifies how they might incorporate experiential teaching methods in different class settings. Whilst experiential teaching methods are typically used for small post-experience modules, our data indicate that the method can also be used on larger pre-experience modules with great success. We also note a number of challenges involved in using experiential teaching methods on both kinds of module. Originality/value of the paper-This is the first known study to directly examine the perceived effectiveness of an experiential teaching method in both small post-experience and larger pre-experience OM modules. 1 The authors wish to thank all those who participated in this research project. In addition, they would like to express their gratitude to the editor and two reviewers for the time and effort they gave in reviewing this paper. The feedback provided was extremely useful in improving the work.

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Which are the most effective methods for teaching management at a graduate level? – FEB students’ perceptions of individual teaching methods and teaching method bundles effectiveness

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