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The innovative structure of an undergraduate course on communication and decision making in small groups, based on the framework of Kolb's experiential learning theory, is described. The course involves doing in-class exercises that replicate published research about a given topic. Exercises involve completion of a group task, the manipulation of variables, and collection and analysis of data. Following each exercise, the students read the original research and other relevant materials. In the subsequent class, the students are debriefed through an examination of the class data and a discussion of the reading materials and potential practical applications. This sequence of experiment replication and discussion is repeated with a different exercise each week. The in-class activities are supplemented with written analysis assignments. Variations on the basic course module and other course components are described, and factors guiding design choices are discussed. Evidence of student learning relevant to course objectives is presented.

The supply of business and management graduates to the labor market has grown significantly. However, these graduates still find themselves without employment for years. This is because employment is lagging behind economic growth. As a result, unemployment rate in South Africa has increased from 22% in 1994 to 25% in 2014. In response, government, employers and managers are striving to create sustainable employment. However, creating sustainable employment is both challenging and difficult. No wonder that there is a constant cry to establish factors that enable sustainable employment. The aim of this research is to establish the impact of experiential learning in administrative management on sustainable employment. The research is quantitative in nature, and a questionnaire is used to collect data from the respondents. The research establishes that experiential learning in administrative management enables sustainable employment

AbstractThis paper presents the two general types of cases designed for use in the classroom. It discusses how each type implies a particular instructional approach, and outlines the learning consequences of each approach. In doing so, it shows how each instructional approach on its own proves to be educationally deficient. The paper then draws from a systems thinking epistemology to argue that when the two instructional approaches are combined, emergent educational benefits arise. A critical appreciation of Kolb's learning cycle is simultaneously offered. The paper then offers a systemic framework for case‐based classroom experiential learning. The paper concludes with a critical review of this framework which can serve to guide instructors. Copyright © 2008 John Wiley & Sons, Ltd.

Our research developed out of concerns about whether design students currently have enough creative imagination because of COVID-19, changing design studies to online learning. This paper describes an empirical study testing the effect of Blended Experiential Learning with e-Portfolios Learning on the Creative Imagination of design students to compare the differences in the effectiveness of design students' Creative Imagination scores. It was hypothesized that first-year design students learning through blended experiential learning with e-Portfolios would have higher Creative Imagination scores when compared to those in the control group learning by not following the format. The multistage sampling method was used to select the study population, and the sample consisted of 111 participants. The test was run in two steps, including 1) the try-out, conducted with the sample group of 45 participants using the Dependent T-Test to compare the pre-test and post-test Creative Imagination scores, and 2) the trial run, conducted with the sample group of 33 participants (learning by following the format), and the control group of 33 participants (learning by not following the format) to compare the Creative Imagination scores. MANOVA was then used to test whether at least one component of the creative imagination test scores of the experimental group was higher than the control group. The Test of Creative Imagery Abilities (TCIA) assessment was used to collect the data, which was then analysed using the T-test. Doi: 10.28991/ESJ-2022-SIED-03 Full Text: PDF

Purpose
While progress has been made in the realm of teaching about sustainability to business students, integrating sustainability into experiential learning with a systemic mindset has been identified by leading scholars as an area for improvement. The purpose of this paper is to describe a pilot project in which students prepared a sustainability report for a client company and to answer the question of whether the experiment yielded the anticipated benefits.


Design/methodology/approach
The paper presents an initiative that was part of an MBA course delivered at the Warsaw University of Life Sciences in Poland by an international team of professors. The multinational group of students was confronted with the task of preparing an integrated sustainability report for a large corporation.


Findings
The initiative creates opportunities for both students and commercial organizations to understand large business commercial activities from a sustainability perspective. This paper identifies the next steps for others to build upon.


Originality/value
The paper explains the experiential learning opportunity that was created, describes how students rose to meet the challenge, discusses the benefits that accrued to students, professors and a commercial organization and shares some guidance for those seeking to emulate this practice.

The main objective of this paper is to critically evaluate the application and effectiveness of experiential learning approach in teaching International Law and Indigenous Peoples subject at the Faculty of Law, UKM through an Intervention Programme. The Intervention Programme was conducted to identify the problems and difficulties that the Temuans at Rancangan Penempatan Semula (RPS) Kampung Sungai Bilut, Raub, Pahang have encountered due to their relocation after their ancestral land was reclaimed by the government for the Kelau Dam project. Pursuant to the above objective, the article explains the theory of experiential learning (EL) that underpins this research. Secondly, the article analyses the application and the effectiveness of the experiential learning approach. The evaluation will be based on four main aspects namely lessons from the community throughout the programme, the form of intervention or knowledge the respondent transferred to the community, the effect of experiential learning and suggestions to improve the programme should a similar program be conducted in the future. To achieve the objective, a survey was administered onto 33 respondents who were the committee members of the Intervention Programme which comprised 23 undergraduate students and 10 postgraduate students. The article concludes that the experiential learning is an effective approach in teaching human rights subject. DOI:10.5901/mjss.2015.v6n6s1p120

European Students of Industrial Engineering and Management (ESTIEM) is a non-profit organization of Industrial Engineering and Management (IEM) students that was founded in 1990 to support common activities and relations across Europe. Through it, students engage in activities that promote a combination of technological understanding with management skills. Belonging to this type of organization during their graduation time, gives students a plethora of competences that are learned beyond the classes, outside the university walls. These competences are acquired through experiential learning. The objective of this paper is to present ESTIEM creation, evolution and organization. Also, projects participation, events organization and meetings organized are presented as outcomes of ESTIEM students' engagement. This paper intends also to explore how the participation on this type of organization allows students to develop competences and contribute to the IEM student's education. Following the key competencies for lifelong learning recommended by the Council of European Union, some examples of key competences acquired from the experience of the authors are given. Results showed that being member of ESTIEM allows them to develop such competences and they felt better prepared for the labour market.

This paper reports on the development of an online toolkit of resources to support the use and assessment of experiential learning (EL) across planning programs. Planning graduates face diverse workplace demands with expectations to address the local and regional implications of global trends, integrate technological advances with existing planning processes, as well as interpret and integrate changing legislative and institutional arrangements. Planning education is about educators, practitioners and students coming together. Equipping students for increasing complexity and change requires planning educators to design programs that facilitate the learning of personal and professional skills and both broad and specialised planning knowledge. Planning practitioners, in partnership with educators, make further valuable contributions by providing a range of 'real world' learning experiences where students can directly develop new skills, knowledge and qualities. Experiential learning allows students to develop confidence within a safe environment through a series of activities and reflection that link theory to practice. However, developing EL learning outcomes, teaching activities and assessment can be demanding and time consuming for planning educators. In response, the Experiential Learning in Planning Education: Resources and Tools for Good Practice research project developed an online toolkit of case studies and associated resources to assist planning educators and practitioners in their application of EL. These case studies, developed by the partners in the project, explain the rationale of using particular EL activities based on a set of EL principles; how these activities are assessed; and reflections on how they could be improved for future use. The case studies also include numerous 'how to' resources, such as checklists and handy hints for organising activities, evaluation tools and examples of students' work. Furthermore, the toolkit website is an interactive and 'living' repository where additional case studies by other EL users can be included to enhance the diversity and richness of the resources available. The toolkit is expected to particularly benefit new planning educators but should also be of interest to planning schools and practitioners around the globe who are endeavouring to facilitate students' education in a rapidly changing world.

The seven executive training exercises in tourism in this e-book form an important step towards developing a library of executive training exercises with solutions in tourism management. While in real-life problems and opportunities do not come with an explicit list of options to select from, the view adopted in developing these training exercises is that creating tourism management stories describing dilemmas with explicit options is a useful learning method located between lecturing and learning from case study without explicit options. The novice benefits from considering a list of explicit options- learning to think beyond making a go versus no-go decision in regard to one option-and learns that creating a list of four plus options increases the likelihood of crafting an exceptional solution.

The National Council on Family Relations identified translation of research and dissemination of family science knowledge as critical skills for students and new professionals. To build these skills in future professionals, the authors developed an infographic assignment to teach students how to research and communicate a current family science topic to a non-academic audience of their choice. The assignment is a semester-long project grounded in experiential, constructivist learning theories. The authors provide students with step-by-step instructions for choosing a topic, writing a thesis statement, conducting background research, choosing how to highlight family research, creating an infographic using free software, and presenting their outcomes to fellow students. The authors include instructions for conducting and implementing the assignment, a sample grading rubric, and an example of student work. Anecdotal and experiential evidence supports the effectiveness of this assignment, although a systematic study is warranted to confirm instructor observations.

This review continues our practice of examining the variety of human resource development practices in different nations. In prior issues we looked at training in Israel (March 1976; June 1977) and in Australia (September 1976; June 1977) and OD in Japan (Decem ber 1977).