Successful and Unsuccessful Entrepreneurs
THE GOOD, THE BAD, AND THE UGLY: USING EXPERIENTIAL LEARNING IN THE CLASSROOM
WHARTON, ROBERT AND PARRY, LINDA E. WESTERN KENTUCKY UNIVERSITY ROBERT.WHARTON@WKU.EDU; LINDA.PARRY@WKU.EDU
ABSTRACT
Academic experiences designed to promote active learning can be thrilling and memorable educational opportunities for students and their instructors. Unfortunately, they can also be miserable failures for students lacking necessary skills and motivation, and for instructors lacking necessary resources and support. This paper describes two active learning projects, both successful in many ways, and draws from them observations and lessons on the failings of active education for some students, and the burdens placed on instructors. Experiential learning is not a new concept. Originally derived from apprenticeship programs, experiential learning strives to give students the opportunity to put into practice the theories they learn in the classroom. Proponents are quick to point out that active learning goes beyond memorization and requires students to become engaged in the process. This leads to deeper understanding and longer retention. Moreover, research indicates that student satisfaction is greater when the classroom environment encourages student involvement. Business schools have particularly embraced experiential learning. The new American Assembly of Collegiate Schools of Business (AACSB) curriculum guidelines (1993) stress the importance of providing students with the necessary competencies or skills to be successful businesspeople. As a result, experiential or “hands-on” activities have become an integral part of undergraduate education. Many instructors work extensively to incorporate as many active learning experiences as possible into their classes. Employers use them as criteria for selecting graduates. Universities use them as a recruitment tool. For the most part, experiential learning has provided many positive outcomes for students and faculty.
WHARTON, ROBERT AND PARRY, LINDA E. WESTERN KENTUCKY UNIVERSITY ROBERT.WHARTON@WKU.EDU; LINDA.PARRY@WKU.EDU
ABSTRACT
Academic experiences designed to promote active learning can be thrilling and memorable educational opportunities for students and their instructors. Unfortunately, they can also be miserable failures for students lacking necessary skills and motivation, and for instructors lacking necessary resources and support. This paper describes two active learning projects, both successful in many ways, and draws from them observations and lessons on the failings of active education for some students, and the burdens placed on instructors. Experiential learning is not a new concept. Originally derived from apprenticeship programs, experiential learning strives to give students the opportunity to put into practice the theories they learn in the classroom. Proponents are quick to point out that active learning goes beyond memorization and requires students to become engaged in the process. This leads to deeper understanding and longer retention. Moreover, research indicates that student satisfaction is greater when the classroom environment encourages student involvement. Business schools have particularly embraced experiential learning. The new American Assembly of Collegiate Schools of Business (AACSB) curriculum guidelines (1993) stress the importance of providing students with the necessary competencies or skills to be successful businesspeople. As a result, experiential or “hands-on” activities have become an integral part of undergraduate education. Many instructors work extensively to incorporate as many active learning experiences as possible into their classes. Employers use them as criteria for selecting graduates. Universities use them as a recruitment tool. For the most part, experiential learning has provided many positive outcomes for students and faculty.
References: American Assembly of Collegiate Schools of Business (AACSB). (1993). Accreditation standards and interpretations. St. Louis, MO: Author. Cotter, R. & Fritzsche, D. (1995). The Business Policy Game. Englewood Cliffs: New Jersey. Dickerson, M. (1998). Small business strategies: education; learning to earn; entrepreneurs are packing classrooms to get skills to improve their fortunes. (1998, October 14). The Los Angeles Times, p. 34. Enbar, N. (1999, October 18). Where big shots learn to think like hotshots. Business Week, 85. Faria, A. J. (1987). A survey of the use of business games in academia and business. Simulations & Games: An International Journal, 18, 207-224. Faria, A. J. (1998). Business Simulation Games: Current usage levels—an update. Simulation and Gaming: An International Journal, 29, 295-309. Ivancevich, J. (1991). A traditional faculty member’s perspective on entrepreneurship. Journal of Business Venturing, 1, 1-7. Mintzberg, H. (1975). The manager’s job: Folklore and fact. Harvard Business Review, July/August, 49-61. November, P. (1997). Learning to teach experientially: A pilgrim’s progress. Studies in Higher Education, 22:3, 289-300. Olson, P. (1985). Entrepreneurship: process and abilities. American Journal of Small Business, Summer, 25-31. Walter, B., Coalter, T., & Rasheed, A. (1997). Simulation games in business policy courses: Is there a value for students? Journal of Education for Business, 72, 170-174.