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This paper reports on a rich, qualitative research study that aimed to discover how undergraduate and culturally diverse students experienced a collaborative, international, online, experiential project to learn about intercultural communication. Student participants in the study endorsed experiential learning in culturally diverse groups about intercultural communication through intercultural communication. The data revealed how participants made sense of and responded to intercultural communication amongst team members by juxtaposing personal experience of working in the online international learning group, their own cultural heritage and the literature available to them. The author concludes that experiential learning is a powerful tool for learning about intercultural communication through intercultural communication in the context of online, international and culturally diverse teams working on business case studies. It is also recommended as an activity that serves the process of internationalising a business communication curriculum and some of the broad aims of global citizenship.

Despite the wealth of experience among simulation scholars, there is still little consensus on how to link gaming attributes to specific learning objectives. This article aims to contribute to this discussion and argues that specific simulation design can lead to reaching pre-defined learning objectives. The authors present a teaching project developed and executed for the Netherlands Defense Academy, how it was set up in 2005, and the way it evolved over time. The authors discuss how the methodology fits into the academic debate on the strengths of experiential learning. The simulation methodology used is rooted in experiential learning and typically supports standard learning goals and styles. When dealing with a specific target group, it is possible to pinpoint one specific, overarching learning objective. This allows trainers to link each individual aspect of the simulation design to that particular learning goal and, in turn, provides a valuable framework to develop, run and evaluate simulation exercises. The authors discuss how two innovative elements in simulating gaming can help to make such an approach work: combining closed and open scenarios, and new communication software that allows for continuous supervision during the game. The conclusions discuss how students respond to the challenges during the game and what the data from debriefings tells us about the methodology's learning appeal for a military target group. Adapted from the source document.

AbstractEngaging students in the design, administration, and postelection analysis of an exit poll can be an excellent experiential learning activity. Lelieveldt and Rossen (2009) argue that exit polls are a "perfect teaching tool" because they provide students with a cooperative (rather than competitive) learning experience; help students better connect theory, methodology, and course substance; and allow students to move outside of the classroom by branching out into the community. As professors at the University of Colorado, Denver (UCD), we have organized student exit polling during the 2008 and 2010 elections in the Denver area for research methods and elections classes. Although we have found these exit polls to be rewarding experiences for instructors and students alike, the reality is that conducting an exit poll with a group of polling neophytes, in the confines of a single semester, can be challenging. In this article, we discuss strategies and issues for instructors to consider when using an exit poll as an experiential learning exercise.

AbstractDespite the wealth of experience among simulation scholars, there is still little consensus on how to link gaming attributes to specific learning objectives. This article aims to contribute to this discussion and argues that specific simulation design can lead to reaching predefined learning objectives. The authors present a teaching project developed and executed for the Netherlands Defense Academy, how it was set up in 2005, and the way it evolved over time. The authors discuss how the methodology fits into the academic debate on the strengths of experiential learning. The simulation methodology used is rooted in experiential learning and typically supports standard learning goals and styles. When dealing with a specific target group, it is possible to pinpoint one specific, overarching learning objective. This allows trainers to link each individual aspect of the simulation design to that particular learning goal and, in turn, provides a valuable framework to develop, run and evaluate simulation exercises. The authors discuss how two innovative elements in simulating gaming can help to make such an approach work: combining closed and open scenarios, and new communication software that allows for continuous supervision during the game. The conclusions discuss how students respond to the challenges during the game and what the data from debriefings tells us about the methodology's learning appeal for a military target group.

This article examines an attempt to introduce experiential learning methods in a business strategy course. In organizational behavior and industrial/organizational psychology, experiential teaching methods have been so widely adopted that some authors have suggested dropping the distinction between experiential and traditional teaching. Although intuitively appealing, experiential methods have not yet become popular among professors teaching strategy to traditional-age undergraduate students. It seems that heavy reliance on case-based teaching has resulted in a lack of emphasis on experiential learning tools for strategic management. In this study, the Winter Survival Exercise was used to introduce, concisely and effectively, the strategic management framework to 97 traditional-age undergraduate strategic management students in three different sections over three semesters. Statistical analysis supported the efficacy of this teaching method. Implications for teaching business strategy using experiential methods as a complement to rather than a substitute for traditional case studies are discussed.

This article takes an interest in the effects of buzzwords in the lesson‐drawing efforts of governmental bureaucracy. Buzzwords are viewed here as policy ideas for which policy makers are enthusiastic beyond subjecting them to critical scrutiny. They are in that sense detrimental to policy‐oriented learning and lesson‐drawing in the long run. They can, however, serve as heuristic devices in the short run; the reason for their usage and spreading may be that they pinpoint recurring structural problems (however, not solutions). This argument is corroborated by a case study on the effects of the buzzword 'shared situation awareness', which has been overly tractable in the Swedish crisis management system for a number of years.

The aim of the paper is to study the challenges concerning organizational behaviors crucial for Lessons Learned capabilities in military organizations as well as to indentify the solutions and recommendations to develop and strengthen positive organizational culture, climate and behaviors fostering experiential learning. The attention is focused around positive behaviors recognized by NATO as the key success factors for Lessons Learned capabilities such as: the engagement of leaders, positive mindset, willingness to share information and stakeholder involvement. The contents of the paper are mainly based on the interviews with Lessons Learned experts and practitioners representing both NATO commands, bodies and national Lessons Learned military organizations. Moreover, the outcomes of the analysis of selected military documents and the literature survey contributed to the study.

The aim of the paper is to study the challenges concerning organizational behaviors crucial for Lessons Learned capabilities in military organizations as well as to indentify the solutions and recommendations to develop and strengthen positive organizational culture, climate and behaviors fostering experiential learning. The attention is focused around positive behaviors recognized by NATO as the key success factors for Lessons Learned capabilities such as: the engagement of leaders, positive mindset, willingness to share information and stakeholder involvement. The contents of the paper are mainly based on the interviews with Lessons Learned experts and practitioners representing both NATO commands, bodies and national Lessons Learned military organizations. Moreover, the outcomes of the analysis of selected military documents and the literature survey contributed to the study. ; Celem artykułu jest wskazanie wyzwań w zakresie kształtowania pozytywnych zachowań organizacyjnych kluczowych z perspektywy wojskowych systemów wykorzystania doświadczeń (Lessons Learned) oraz zidentyfikowanie rozwiązań i rekomendacji służących umacnianiu pozytywnej kultury organizacyjnej, klimatu i zachowań sprzyjających organizacyjnemu uczeniu się w oparciu o wykorzystanie doświadczeń. Uwaga badawcza została skoncentrowana na pozytywnych zachowaniach organizacyjnych uznawanych w NATO za kluczowe czynniki sukcesu systemów wykorzystania doświadczeń, takich jak: zaangażowanie dowódców i pozostałych członków organizacji, pozytywna mentalność oraz skłonność do dzielenia się informacjami. Zasadniczą metodą pozyskiwania danych zastosowaną w procesie badawczym były wywiady z ekspertami i praktykami reprezentującymi dowództwa i instytucje NATO oraz organizacje wojskowe odpowiedzialne za rozwój narodowych zdolności w zakresie wykorzystania doświadczeń. Ponadto, wykorzystano wyniki analizy wybranych dokumentów wojskowych oraz literatury przedmiotu.