NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1161271
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0883-2323
Structuring Assignments to Improve Understanding and Presentation Skills: Experiential Learning in the Capstone Strategic Management Team Presentation
Helms, Marilyn M.; Whitesell, Melissa
Journal of Education for Business, v92 n7 p332-346 2017
In the strategic management course, students select, analyze, and present viable future alternatives based on information provided in cases or computer simulations. Rather than understanding the entire process, the student's focus is on the final presentation. Chickering's (1977) research on active learning suggests students learn more effectively when participating in analysis, synthesis, and evaluation. The authors highlight instructional changes with students, gathering primary data independently and later comparing findings in a team-based scaffolding process. Statistical analysis of students' self-reported understanding scores both before and following the experiential intervention support the benefits. Qualitative comments by the students, embedded librarian, faculty, and business practitioners also indicate improved learning resulted from course modifications.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A