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Up to this point, the role of intuition in decision making (instantaneous decisions without conscious awareness) has not received adequate attention by those outside the field of psychology (Hodgkinson, Langan-Fox, & Sasler-Smith, 2008). Herein, we argue that many important decisions are made within organizations without the use of the conscious mind. For instance, if an individual encounters a situation, they simply react in a way that has worked in the past without thinking, such as responding to anger with anger. Affect (i.e., emotion) has been shown to play an important role in this intuitive decision making (Lieberman, 2000, 2007). Intuitive ability can be increased by training individuals to implicitly recognize affective environmental cues and rapidly match them to commonly recurring emotional patterns, which lead to effective problem solving and decision making (Hodgkinson et al., 2008). We present a model of intuitive decision making that outlines how pattern matching is used by the brain to make decisions without our awareness. The result of this study can assist organizations in how to train their members to make better intuitive decisions.

ABSTRACTContinuing pressures are being placed on undergraduate business education to alter curriculum content and delivery. The anticipated product of these changes is a graduate that is capable of performing the higher order thinking skills needed to navigate a constantly changing, global business environment. This article describes the implementation of a conception‐focused curriculum in an undergraduate business statistics course that has guided students to become masters of the discipline through conception learning and real world problem solving. The sample of 125 students shows that students exposed to the conception‐focused curriculum perceived themselves as being higher order learners and global citizens. Recommendations are provided for other educators to implement this approach in their classrooms and suggestions made for future research.

ABSTRACTExperiential learning activities have been used for over 40 years with the hope that they increase students learning. However, a definitive study that showed their overall effectiveness has not been produced. The purpose of this study is to address this gap in the literature. This meta‐analysis examined a 43‐year span and identified 13,626 journal articles, dissertations, thesis articles, and conference proceedings written about experiential learning and found only 89 of these studies contained empirical data with both a treatment and control group. Meta‐analysis of these studies show that students experienced superior learning outcomes when experiential pedagogies were employed. Further, learning outcomes were almost a half standard deviation higher (d = .43) in classes employing experiential learning pedagogies versus traditional learning environments. This review definitively, and quantitatively, shows the importance of experiential learning activities. We use these results to discuss future research areas that need to be addressed based on our analysis of potential moderators and provide recommendations on how to best employ experiential learning pedagogies.