Exposing Practical, Psychological, and Pedagogical Shadow Sides of Experiential Learning

As the prominence of experiential learning (EL) increases in management education, so do pressures on educators to adopt new, and less defined modes of classroom instruction. The incorporation of hands-on practice with standard pedagogy places expectations on educators to include assignments with emotional or ethical aspects. It is often assumed that as subject matter experts, educators are naturally equipped to manage EL. This article challenges the idea of such competence and readiness. It presents a stepped, self-awareness framework with guiding questions that educators can use to determine their own suitability and readiness for EL. To build competence, suggestions for educator development are included with each step. Examples from practice are presented to illustrate the use of the framework.

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Instilling Competence: Emotional Preparation for Experiential Learning

Sanderson

2020

“…Experiential learning is widely used in management education (Akella, 2010; A. Y. Kolb & Kolb, 2009; Sternberg & Zhang, 2001; A. Wright et al, 2018).…”

Section: The Creative Play Methods For Teaching Scenario Planningmentioning

confidence: 99%

Teaching Scenario Planning in Sustainability Courses: The Creative Play Method

Wade

Piccinini

2020

Sustainability management is rapidly progressing from an operational task to a strategic imperative one as environmental and social concerns shape the business environment. Scenario planning is increasingly being used by companies and governments to explore the potential impact of future challenges. Applied in a management education context scenario planning offers teachers of sustainability a tool through which they can promote creativity while developing student knowledge, skills, and abilities, preparing them for work in an increasingly dynamic market environment. Within this article, an instructional innovation is presented as a two-stage workshop designed as an experiential exercise to promote creativity and generate scenarios linked to sustainability. The first stage of the workshop utilizes LEGO to generate creativity before the second stage builds on these creative foundations guiding student teams through the construction of scenarios around sustainability challenges. An evaluation is presented for the instructional innovation reporting its success in producing skills in creative thinking within cohorts of postgraduate students at a major Australian university.

“…Performative learning, as we employed it, moves away from these structured approaches where the lecturer takes on the mantle of the “sage on the stage” as previously referenced, providing knowledge to the students who have little control over the design of the learning experience (Weimer, 2013). The format we employed delegated considerable control to the student in contrast with perceived helpless anxiety often experienced by students in EL activities (Clancy & Vince, 2019; Wright et al, 2018).…”

Section: Issues With Elmentioning

confidence: 99%

Experiential Learning in the Large Classroom Using Performative Pedagogy

Donovan

Hood

2020

Experiential learning (EL) is widely believed to lead to enhanced student engagement. This form of learning, however, may be difficult to implement in the large class sizes so common today. This case study describes an initiative involving performative pedagogy using interdisciplinary teaching and learning in an undergraduate class of 150 students from a change management module in the School of Business and an ensemble performance module in the Music Department in an Irish University. The students utilized acting, music, dance, and role-play in a large enrolment setting. Postprogram surveys and focus group interviews of students found that students responded positively to the initiative. Students also rated the class as more engaging than other subjects in which they were registered. Reflective essays written by students showed evidence of deep reflection and learning and these formed the basis for our discussion of the implications of this approach for management education. Future research should examine the effects of performative learning on student performance in terminal examinations.