scholarly journals How Entrepreneurship Can Be Learned through Experiential Learning Formats, Especially through Training Firms

2020 ◽  
Vol 7 (4) ◽  
pp. 471-481
Author(s):  
Anne Heinze
Keyword(s):  
Experiential Learning ◽  
Informal Learning ◽  
Best Practice ◽  
Learning Experience ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Project Based Learning ◽  
Present Contribution ◽  
Entrepreneurial Training ◽  
The Impact

A look at entrepreneurship education research shows that there are basically two types of entrepreneurship courses: First, courses for entrepreneurship and second, courses about entrepreneurship such as lectures, formal seminars, individual essays etc. Most of the latter courses can be characterized as teacher-centric where the student involvement is passive. From a more modern perspective and in order to train entrepreneurs trying, experimenting and learning about one's own experience is crucial. More innovative approaches, such as project-based learning, action-based learning and experiential learning, therefore, are gradually appearing on the scene In this context, within the last few years some universities have introduced training firms, mostly for students of economics and business. In Germany, due to a lack of legal possibilities training firms at public universities are still a rarity and therefore under-researched. Thus, the research question for the present contribution is how informal learning can be structured using training firms, and what effects this has on the preparation of learners for later professional practice and / or self-employment. Therefore, the methodology for this paper is first to review the literature related to entrepreneurial learning in order to better understand the informal learning experience in training firms. Second, the case of a communication design agency for students around HTW Berlin, a public university for applied sciences, is analyzed to gain insight into the impact that practice firms can have on entrepreneurship education in general, and in particular in non-business subjects. For this purpose, a case study has been developed based on interviews, which include both the perspective of the students and of the trainer. Overall, the results will show a best practice example of entrepreneurial training and learning in a university context, which can be useful for those involved in the development of course concepts for entrepreneurship education.

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

A case for early semester utilization of business simulations

2019 ◽  
Vol 11 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Mark Angolia ◽  
April Helene Reed
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Research Question ◽  
Student Experiences ◽  
Business Simulation ◽  
Content Type ◽  
Early Use ◽  
Management Students ◽  
The Impact

PurposeThe purpose of this paper is to encourage the use of simulations early in a semester, rather than as a course capstone activity, in an effort to utilize simulations as a foundational experience. The intent is to support teaching and learning, as opposed to using simulations as a capstone assignment or assessment tool.Design/methodology/approachA comprehensive literature review synthesizing higher education business simulation effectivity and evaluation methods provides support for the analysis of 60 undergraduate supply chain management students and 96 surveys conducted over two years. The research question explores effectiveness based on the point of time during a semester a simulation was used.FindingsThe analysis of simulation effectiveness, based on the impact of course enjoyment and assistance with learning key course competencies, showed no significant differences for simulations used early in a semester or as an end-of-semester capstone event.Practical implicationsSimulations are effective tools regardless of when they are employed, but there may be significant benefits to using a simulation early in a semester by capitalizing on the tool’s inherent experiential learning functionality, active learning theory and the Kolb Experiential Learning Cycle. Early use of simulations provides common student experiences and creates a foundation for educators to develop a deeper understanding of course concepts. Additional instructor effort is needed to develop external, course specific student work to supplement and enhance the simulation experience. Early use also creates post-simulation debriefing benefits that may be precluded by the end-of-semester simulation events.Originality/valueEvidence suggests that simulations are primarily utilized as course capstone events and/or serve as comprehensive tools to integrate/assess a semester’s worth of conceptual learning. This work fills a gap in the research concerning time frames within a semester when simulations are traditionally employed, presenting a paradigm shift toward early utilization.

An Integrated Approach for the Teaching of Pipe Network Analysis Using Project Based Learning

2018 ◽  
Author(s):  
I. Ibrahim ◽  
M. W. B. Khalid ◽  
G. Shoukat ◽  
M. Sajid
Keyword(s):  
Network Analysis ◽  
Learning Experience ◽  
Pressure Head ◽  
Integrated Approach ◽  
Project Based Learning ◽  
Pipe Network ◽  
Actual Problem ◽  
The Subject ◽  
Complex Project ◽  
The Impact

This paper discusses the results of a study regarding the impact of using Project-Based Learning (PBL) to enhance the understanding of the concepts related to Pipe Network Analysis, a subtopic of Fluid Mechanics, studied by students enrolled in a mechanical engineering degree. It has been frequently reported by students and professors alike, that a lecture-only approach is not effective in terms of helping students grasp the fundamentals of a subject, nor does it help students in actual problem solving where different variables have to be catered to, which may have been ignored in a conventional lecture. Therefore, in this study, a more open-ended, complex project-based approach was used in addition to the lectures on the subject of Pipe Network Analysis. The project required students to design a pipe network for a scaled setup based on specified fluid flow and pressure head requirements at different nodes. An experimental setup that implemented these pipe networks was also developed in order to validate the theoretical results. The students’ grades and their documented responses were used as the criterion for compiling and analyzing the results. We also describe how we incorporated PBL into the classrooms in order to improve the learning experience, and evaluate the efficacy of the proposed method. The overall results show that the students were proactively engaged in the PBL activity, linking their knowledge to the real world, which ultimately led to improved concept development.

Systems Social Marketing and Macro-Social Marketing: A Systematic Review

2020 ◽  
Vol 26 (2) ◽  
pp. 146-166 ◽  
Author(s):  
Tina Flaherty ◽  
Christine Domegan ◽  
Sinead Duane ◽  
Dmitry Brychkov ◽  
Mihir Anand
Keyword(s):  
Systematic Review ◽  
Systems Thinking ◽  
Social Marketing ◽  
Best Practice ◽  
Evolutionary Dynamics ◽  
Research Question ◽  
Top Down ◽  
Community Based ◽  
Related Literature ◽  
The Impact

Background: The adoption of systems thinking within social marketing is illustrated by the emerging literature relating to systems social marketing and macro-social marketing. Systems social marketing and macro-social marketing signal a shift from singular level behavior change toward a more holistic, multilevel change mode of operandi for complex and wicked problems. In recognition of this broadening perspective, Truong et al. took the first steps to describe the relationship between systems thinking and social marketing through a critical appraisal. However, their analysis stopped short of defining systems social marketing and macro-social marketing, examining how the concepts have been applied, and the impact this has on our change methodologies. Focus: This article is related to research and evaluation of the social marketing field. Research Question: This study aims to (a) examine the causality looseness surrounding the descriptions of systems social marketing and macro-social marketing, (b) conceptualize systems social marketing and macro-social marketing, and (c) develop a taxonomy for classifying and interpreting the systems-based social marketing–related literature. Methods: Following best practice protocols, a systematic review was conducted to identify systems social marketing and macro-social marketing literature and interventions published prior to March 2020. Five databases were searched using a combination of relevant search terms. Results: Sixteen thousand and forty-seven title and abstracts were screened, resulting in 45 articles being reviewed, 8 of which were interventions. Analysis of the findings indicated both systems social marketing and macro-social marketing use nonlinear causality and seeks to understand the structural and behavioral dynamics in a system to leverage change. Moreover, the findings suggest that systems social marketing focuses on evolutionary dynamics and a “whole system in the room” approach, pursuing top-down, bottom-up iterative processes with macro-social marketing pursuing institutional dynamics and “inside the system” top-down processes. Importance to Social Marketing Field: This article is one of the first efforts to examine the inner anatomy of systems social marketing and macro-social marketing for causality and definitional clarity. In drawing a distinction between the two orientations, social marketers can begin to understand in what contexts and settings these perspectives are most applicable. Recommendations: The taxonomy and search strategy can be adopted in other reviews as they offer a rich and diverse basis for further conceptual analysis of systems-based social marketing–related literature. Limitation: Community-based prevention marketing, community-based social marketing, and community-led assets-based social marketing articles were excluded from this review. Hence, further research could include these approaches and uncover their features, analogies, and differences versus systems social marketing and macro-social marketing.

Experiential Learning in the Classroom: The Impact of Entrepreneurial Pitches for Global Health Pedagogy

2020 ◽  
pp. 237337992093072
Author(s):  
Obidimma Ezezika ◽  
Jenny Gong
Keyword(s):  
Public Health ◽  
Experiential Learning ◽  
Global Health ◽  
Learning Experience ◽  
Self Reflection ◽  
Face To Face ◽  
The Past ◽  
Learning Techniques ◽  
Social Innovations ◽  
The Impact

Traditional experiential learning techniques have been incorporated into public health curricula in the past; however, research has demonstrated the need for more applied and innovative approaches to experiential learning. We introduced an entrepreneurial pitch project where students had the opportunity to design and present technological and social innovations to an external panel of judges. We then evaluated the impact of such pitches on experiential learning by conducting semistructured, face-to-face interviews with student participants. The interview transcripts were analyzed in light of Kolb’s experiential learning theoretical framework. The results of the study indicated that the process of preparing and delivering entrepreneurial pitches was rewarding for students and enhanced their learning experience. The process provided students with concrete experiences and demonstrated elements of abstract conceptualization and active experimentation. However, the results also illustrated that the entrepreneurial pitch process could be strengthened by the addition of critical self-reflection activities. Through the results of this study, we have created a narrative on how entrepreneurial pitches might foster experiential learning in global health pedagogy and provided recommendations for course designers and instructors to consider in maximizing experiential learning for students.

The Impact of SimVenture on the Development of Entrepreneurial Skills in Management Students

2015 ◽  
Vol 29 (5) ◽  
pp. 379-395 ◽  
Author(s):  
Dina Williams
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Current Status ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Management Students ◽  
The Impact ◽  
Business And Management

The purpose of this study was to bridge a gap in our understanding of the role business simulation games can play in the development of entrepreneurial capabilities in undergraduate students. While entrepreneurship education has come a long way from being a branch of business and management studies, to its current status as a core discipline in its own right, the debate on the pedagogy of entrepreneurship education continues. The best results in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Game-based learning is an emerging pedagogy that brings together the evolving nature of young learners and experiential learning. Grounded in the theory of experiential learning and action research methodology, this study investigates how a particular business simulation game, SimVenture, develops not only students' business and management skills but also their entrepreneurial attitude and values. The findings suggest that the business simulation allowed students to face their limitations, overcome some of them and make significant progress in their learning. Using SimVenture improved students' appreciation of business in general and the challenges entrepreneurs have to face in running a business.

scholarly journals Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education

2019 ◽  
Vol 11 (20) ◽  
pp. 5623 ◽  
Author(s):  
Grivokostopoulou ◽  
Kovas ◽  
Perikos
Keyword(s):  
Virtual Reality ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Evaluation Study ◽  
Educational Environment ◽  
Learning Activities ◽  
Game Based Learning ◽  
Gamified Learning ◽  
The Impact

Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

scholarly journals The Texture of Entrepreneurship Programs: Revisiting Experiential Entrepreneurship Education Through the Lens of the Liminal–Liminoid Continuum

2019 ◽  
Vol 3 (3) ◽  
pp. 236-264
Author(s):  
Hugo Gaggiotti ◽  
Carol Jarvis ◽  
Jeremy Richards
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Risk Taking ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Safety Net ◽  
Social Recognition ◽  
Rite Of Passage ◽  
Venture Creation ◽  
Education Programs

Positioning the liminal and the liminoid on a continuum, we define a “space” within which practice-led, experiential learning occurs. The more liminal processes within this space are associated with familiarity, wide social recognition, and relative security, the more liminoid are allied with risk-taking, innovation, creativity, and higher levels of uncertainty. Our research was conducted among student or founders on M-Entrep, an integrated Masters and venture creation program. Our findings suggest it is the coexistence of the liminal program experiences, such as the “rite of passage” of obtaining a Masters qualification, that act as a safety net as students embrace the fluidity and lack of security associated with the more liminoid experiences many associate with the venture creation endeavor. We argue that M-Entrep is an example of a program that interweaves liminal and liminoid processes, creating a texture that is both open and containing, facilitating “entrepreneuring” and encouraging students to reimagine themselves in new roles and statuses. By exploring entrepreneurship education through the lens of the liminal and the liminoid continuum, facilitators of entrepreneurship education programs can better appreciate, design, and influence the texture of this space to benefit the student learning experience.

scholarly journals ACREDITACIÓN DE APRENDIZAJES POR EXPERIENCIA COMO FACTOR DE CALIDAD EN UNED. LA EXPERIENCIA DE LA ESCUELA CIENCIAS DE LA ADMINISTRACIÓN. THE ACCREDITATION OF LEARNING EXPERIENCE AS QUALITY FACTOR OF UNED. THE SCHOOL OF MANAGEMENT SCIENCES EXPERIENCE

2014 ◽  
Vol 5 (1) ◽  
pp. 64-83
Author(s):  
Adrián Solano-Castro
Keyword(s):  
Higher Education ◽  
Costa Rica ◽  
Experiential Learning ◽  
Informal Learning ◽  
Inclusive Education ◽  
Learning Experience ◽  
Academic Progress ◽  
Quality Of Education ◽  
Formal And Informal Learning

Este artículo trata sobre el proceso de acreditación de aprendizajes por experiencia en la Escuela de Ciencias de la Administración de la Universidad Estatal a Distancia de Costa Rica. Se realizó una investigación de tipo documental con carácter descriptivo. El objetivo de la investigación fue analizar el proceso de acreditación del aprendizaje por experiencia para el período 1999-2011. Se concluyó que la acreditación del aprendizaje por experiencia ha favorecido el avance académico de los estudiantes y constituye un mecanismo de mejora de la calidad y fortalecimiento de la educación permanente e inclusiva en la UNED.Palabras claves: calidad en educación, acreditación de aprendizajes, educación permanente, aprendizaje no formal e informal, educación superiorAbstractThis article is about the process of accreditation of experiential learning in the Escuela De Ciencias de la Administración de la Universidad Estatal a distancia de Costa Rica. Documentary research was conducted in a descriptive way. The objective was to analyze the process of accreditation of experiential learning in the period 1999-2011. It was concluded that the accreditation of experiential learning has favored students in terms of academic progress, besides, it provides a mechanism for quality improvement and strengthening of permanent inclusive education at UNED.Keywords:  quality of education, accreditation of experiential learning, permanent education, non- formal and informal learning, higher education

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