Experiential learning and the entrepreneurial university: An Irish case study

O’Flynn, Emily; Stephens, Simon; Cunningham, Isobel; Burke, Anne; McLaughlin, Christopher

doi:10.1177/09504222221151146

Cited by 4 publications

(2 citation statements)

References 48 publications

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“…Rooted in authentic learning principles, it integrates real-world contexts, hands-on activities, and problem-solving to enhance learning effectiveness (Knobloch, 2003). By actively applying knowledge beyond the classroom, students gain insights into careers, establish mentorships (Carter & Youssef-Morgan, 2019), and engage in networking (Ofstad & Brunner, 2013;O'Flynn et al, 2023). This collaborative approach improves critical thinking, motivation, and knowledge retention (Andrade-Silva et al, 2023;Wang & Wen, 2023), making experiential learning a valuable method for practical experience and higher-order learning across diverse educational settings.…”

Section: Experiential Learningmentioning

confidence: 99%

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Carter,

Cumbie,

Stafford

et al. 2024

JHETP

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Building on the research foundations of the traditional team-based business simulation environment, we present a new Transfer of Training and Awareness of Learning Style (TOTALS) Capstone model that draws from Organizational and Transfer of Training literature. This research-to-practice insight supports and describes how the Capstone simulation is sequenced with a team-based learning experience first and individual application second, thereby mirroring corporate training practices. This approach allows students to collaborate and exchange ideas, emulating workplace dynamics, and then demonstrate their understanding and skills during individual rounds. The model incorporates a reflection exercise to foster self-awareness of students’ learning styles and the best possible self, an important step toward empowering them to implement the skills and knowledge gained while working with a team. Lastly, we present results of an exploratory study that indicate that students of the Accommodator learning type are well-positioned to successfully transfer knowledge from training into individual success.

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Section: Experiential Learningmentioning

confidence: 99%

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Carter,

Cumbie,

Stafford

et al. 2024

JHETP

View full text Add to dashboard Cite

show abstract

“…(Chernikova et al, 2020). Teaching that integrates 'doing' is valued by employers, academics and students alike (O'Flynn et al, 2021;Bradford, 2019;Wurdinger and Allison, 2017;Tomkins and Ulus, 2016). This situation has been lent a new imperative since the advent of ChatGPT and now the quest for teaching and assessment techniques cannot be corrupted by it.…”

Section: Introductionmentioning

confidence: 99%

Work, Costs and the Unexpected in the academic’s creation and use of Games and Simulations in Teaching and Learning

Stewart,

Wang

2023

ECGBL

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Experiential teaching and learning activities such as games and simulations are increasingly popular in management education. The research has evolved specific clusters of concerns, principally; correlates of performance, the effectiveness in management courses, and what they can possibly teach. However, O’Flynn (2021) states that “the teaching viewpoint has been widely neglected.” In management education research, costs, human or financial, of games or simulations, specifically towards the creator, the academic do not seem to be considered. Recent systematic reviews show the literature prioritising the effects of experiential learning, games or simulations and ‘future research’ guidance calling for more of the same. This leads to a simple research question “What are the actions, unexpected events, costs and risks in using experiential teaching and learning techniques, from the lived experience of academics?” This paper uses data from a British Academy of Management/Management Knowledge & Learning Division-funded project into the lived experience of management academics creating and using games and simulations. It presents an analysis of three cases that exemplify the categorisations created by this research to uncover costs, risks and emergent events that are generally unreported by the serious games and simulation literature.

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Fostering students’ confidence in collaborating in transdisciplinary online problem-based learning projects: practical guidelines for educators

Cronje,

Enslin

2024

Discov Educ

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Experiential learning and the entrepreneurial university: An Irish case study

Cited by 4 publications

References 48 publications

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Work, Costs and the Unexpected in the academic’s creation and use of Games and Simulations in Teaching and Learning

Fostering students’ confidence in collaborating in transdisciplinary online problem-based learning projects: practical guidelines for educators

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