Content area
Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.
Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.
Findings
This paper identified that experiential learning is critical for ensuring learning outcomes are met.
Research limitations/implications
This paper acknowledged that it would be difficult to fully measure the extent of influence from experiential learning unless there were follow ups studies involving employers on those students that received this learning and those that did not.
Practical implications
This paper recommended that business programs do more to incorporate experiential learning to provide a more student focused approach.
Originality/value
The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
The business environment requires students to be equipped with a variety of skills and competencies. These are essential to keep up with the volatile and complex business environment. However, the necessary skills to navigate such an environment may be difficult to develop and teach. The workforce requires business graduate to have a good grasp of current and future global trends and issues. While this is a reasonable requirement given the state of world affairs and in the interconnected nature of economic growth, it is still a challenge to deliver. Traditional teaching methods may not always be effective in this case. As the business world continues to develop, grow and change so must the teaching techniques that prepare individuals to join this market. This is easier said than done. It can be difficult to predict what types of knowledge or skills may be required at any given time, therefore identifying teaching needs is also difficult. However, it must be done. The academic world may be consumed with accreditation and other such requirements that actual learning initiatives may become a secondary concern. This should not be the case. Ensuring students are well prepared for the workforce they are about to enter should be a top priority and this may entail rethinking how teaching is done. Zainuba et al. (2024) sought to understand how experiential learning could be used to ensure learning outcomes are met.
Learning from experience
Assurance of learning (AoL) is a student-centered approach that offers an alternative to ensure that learning outcomes are met. When considering learning outcomes it can be difficult to identify how or whether these are adequately achieved. This is a critical aspect to know as it can determine whether certain elements are modified or even eliminated from course content. In preparing students for the working world, this is an essential factor. It can be difficult to reconcile between expected outcomes and actual outcomes when it comes to learning. When educators outline learning goals, there is no guarantee that these will be achieved, and that student learning will reflect these goals. Finding a way to measure and track this would provide beneficial results. This is how areas of improvement can be identified. This is also useful for the institutions as it offers a way to highlight their competitive advantage. Overall, it presents a win-win outcome.
When considering effective learning, experiential methods come to mind. It offers students the ability to be more actively involved in their learning process. This helps with critical and reflective thinking. Additionally, the experience-based approach offers a closer window into the business world than other methods. Student engagement is always something that is difficult to foster, even more so when learning is focused on knowledge. An experiential approach can help improve engagement and as a result improve knowledge acquisition and application. It is also a more concrete measure for identifying improvement areas within students’ learning. This metric is critical for educators as it can also identify gaps within the curriculum and course content.
It takes more than two for success
For AoL to be an effective approach there needs to be cooperation from the various stakeholders. This includes both students and educators. The pursuit of knowledge is not something that can be forced upon individuals. Voluntary participation is a key element that can impact the level of knowledge gained and applied. Therefore, if the involved parties are not enthusiastic about the process, this can be reflected within the outcomes. Learning should be an interactive exercise; passive transfer of knowledge is likely to be temporary and ineffective. Therefore, having the student as the focus of the teaching outcome can help to add the necessary perspective into the learning content. Experiential learning allows for AoL to be successful. When learning goals are tied in with the skills required in the business context then it can better ensure that what is learnt can be applied within the environment. It turns theoretical knowledge to practical skills and competencies that students can apply once in the business field.
With the numerous changes within the business environment, many students are required to be global citizens. Especially in terms of being able to apply their skills to different global contexts. This cross-cultural relations skill is difficult to cultivate. Traditional teaching methods cannot cater to such requirements, therefore there is a need to shift from the status quo and to be innovate and creative even when it comes to teaching methods. This has been the case in recent years, with learning centered on various tools to help facilitate this type of learning. Ensuring rich student experiences can also contribute to this. The classroom is no longer just a place for theoretical knowledge. Students should be able to explore various routes of learning through techniques such as case studies, reflective and team assignments, and those that require critical thinking. All these add to the awareness and application of global standards and requirements.
Comment
This review is based on “Measuring learning outcomes in cross-cultural relations courses: the case for experiential learning” by Mohamed Zainuba, Omer Cem Kutlubay, Ahmad Rahal, Randall Stone, published in Journal of International Education in Business.
© Emerald Publishing Limited.