Suchergebnisse

This study aims not only to verify 'the experiential learning–entrepreneurial mindset relationship', but also to test which entrepreneurial characteristics (i.e., innovativeness, risk-taking propensity, need for achievement, and proactiveness) moderate 'the experiential learning–entrepreneurial mindset relationship'. The data were collected from 313 undergraduate students who have already taken the entrepreneurship course and analyzed using confirmatory factor analysis and hierarchical regression analysis. The results showed the positive relationships between experiential learning and elaboration mindset, and between experiential learning and implementing mindset. However, need for achievement and proactiveness were found to moderate 'the experiential learning–entrepreneurial mindset relationship', whereas innovativeness and risk-taking propensity did not moderate that relationship. This study provides theoretical implications in extending the literature of experiential learning theory, Dweck's implicit theory of intelligence, and entrepreneurial characteristics. This study also has practical implications for entrepreneurship educators.

Received: 16 September 2022 / Accepted: 25 December 2022 / Published: 5 January 2023

Purpose
The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach.


Design/methodology/approach
Based on questionnaire surveys carried out for over seven years with students from a highly international master's-level course, this paper describes the utility of experiential learning theory in teaching around "innovation for sustainability". Drawing on Kolb's theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories.


Findings
The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs.


Originality/value
These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

The cyber threat to industrial control systems is an acknowledged security issue, but a qualified dataset to quantify the risk remains largely unavailable. Senior executives of facilities that operate these systems face competing requirements for investment budgets, but without an understanding of the nature of the threat, cyber security may not be a high priority. Education and awareness campaigns are established methods of raising the profile of security issues with stakeholders, but traditional techniques typically deliver generic messages to wide audiences, rather than tailoring the communications to those who understand the impact of organisational risks. This paper explores the use of experiential learning through serious games for senior executives, to develop mental models within which participants can frame the nature of the threat, thereby raising their cyber security awareness, and increasing their motivation to address the issue.

Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb's experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

This reflective account has been co-developed, produced and written by students and the teaching staff on the BA Hons Social Pedagogy, Advocacy, and Participation degree at the University of Central Lancashire. The account focuses on the use of experiential and creative teaching methods utilised on the course and how this enhances the understanding and application of social pedagogy. The article critically analyses the link between how the social pedagogical theories, concepts and methods are taught and the advancement of the student and lecturer understanding of this field of study. In developing this reflective account, the current student cohort and lecturers were given the opportunity to participate in a collaborative reflection across all years of the course. They discussed their own learning journey and how this has shaped development of creativity within their practice. During the discussions around the use of blended, experiential learning and creativity, three key themes emerged: (1) the importance of the environment on creativity and learning; (2) the importance of relationships, creativity and learning; and (3) Haltung, psychological safety and creativity. In the reflections on what they have learned so far, the students and lecturers hope to inspire other education providers to use creative and experiential teaching methods within their courses. The authors feel that the reflective account contains useful information around the learning that has taken place over the last three years of this course being taught.

ABSTRACT: This research examines whether high-impact experiential learning activities in politics motivate students positively in learning, personal development and establishing career goals? Using participant observations and student journals recorded during their participation in the Osgood Center for International Studies 2017 Presidential Inauguration Seminar and the Washington Center for Internships and Academic Seminar's 2016 Democratic and Republican Convention seminars, this research identifies specific outcomes related to the impact of such experiential learning opportunities on students of political science. KEYWORDS: motivation, experiential learning, transformational opportunities, high-impact learning activities, the Washington Center, the Osgood Center

ABSTRACTFor decades, political and private polling operations have informed about the public's perceptions regarding a range of topics. In particular, universities (e.g., Marist and Quinnipiac) provide noteworthy research to inform and predict the outcomes of US elections. Yet, what role do our classrooms play in advancing the public opinion polling skills of our students? This article uses experiential learning as a descriptive framework to illustrate how a yearlong, immersive, and student-led public opinion polling experience, the Big Sky Poll, advances students' social-science and data-fluency skills. Our findings suggest important insights into the future of public opinion polling from the vantage point of a rural Western state, which can be replicated in other academic institutions.

The management and coordination of classroom teaching continues to be a challenge, particularly as enrollment trends suggest that class sizes are growing. In the past, many faculty have divided their large classes into smaller groups to incorporate experiential exercises. In this article, we discuss the challenges of managing an experiential exercise featuring a large number of teams in a virtual setting. These challenges include (a) coordinating class communication with a large number of teams, (b) managing teams and facilitating team communication and trust, (c) managing virtual team performance and instructor feedback throughout the experiential exercise, and (d) managing and evaluating student engagement. We also provide practical suggestions for management educators on how to address each challenge based on insight gleaned from our years of experience using virtual teams in large classes. Finally, we highlight avenues for future research in the area of virtual teams and large class size teaching.

It raised many questions when students at Dalhousie University were asked, as part of an experiential learning class assignment, to help someone escape North Korea in 2015. When students organized human rights protests, fundraised for a rescue team within China to escort refugees to safety, and engaged politicians on North Korean refugee needs, it challenged the norms of experiential learning in a university setting. Is political engagement appropriate for the classroom? Should Canadian students even get involved with such complex human rights and political issues? Most importantly, could this experience still be considered experiential learning if the students never met the North Korean refugee? If they never went there? And if they organized their efforts all entirely in the classroom for credit? In this chapter I argue that actions of solidarity can have an important place in experiential learning. The chapter explains the classroom experience of building solidarity with vulnerable populations a world away, and argues that deep values of solidarity can emerge from the classroom, even to places that are impossible to go to.