Embedding Experiential Learning in the Curriculum::   tutor and international student contributions and reflections in an Action Research project.

Clive Kerridge; Colin Simpson

Embedding Experiential Learning in the Curriculum: tutor and international student contributions and reflections in an Action Research project.

Marketing & Strategy

Research output: Contribution to journal › Article › peer-review

Abstract

This article presents part of a five-year participatory Action Research project at a UK university, addressing curriculum re-design and development by evaluating the views of key participants: support and specialist tutors as well as students. Three main themes addressed are: student performance; interaction between international and domestic students; and academic engagement. Juxtaposition of interview comments, from tutors and international students, highlights the validity of differing views from each stakeholder group. Findings confirm the benefits of integrating academic and language support into the formal curriculum, higher levels of student engagement when embedding a large-scale business simulation, and the effectiveness of experiential learning pedagogies in mixed-nationality classrooms

Original language	English
Pages (from-to)	223-226
Number of pages	4
Journal	Developments in Business Simulation and Experiential Learning
Volume	47
Publication status	Published - 18 Mar 2020

Bibliographical note

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Keywords

Action Research
Student Engagement
Chinese students
Business Simulation
Experiential learning
International Student
Mixed-nationality classrooms
Pedagogies

Access to Document

3277-Article Text-3923-1-10-20200307
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Final published version, 431 KBLicence: CC BY-ND 3.0

https://journals.tdl.org/absel/index.php/absel/issue/view/81Licence: CC BY-ND 3.0

Cite this

@article{7f74fd9b5f324504b16985b9cc04d7a0,

title = "Embedding Experiential Learning in the Curriculum:: tutor and international student contributions and reflections in an Action Research project.",

abstract = "This article presents part of a five-year participatory Action Research project at a UK university, addressing curriculum re-design and development by evaluating the views of key participants: support and specialist tutors as well as students. Three main themes addressed are: student performance; interaction between international and domestic students; and academic engagement. Juxtaposition of interview comments, from tutors and international students, highlights the validity of differing views from each stakeholder group. Findings confirm the benefits of integrating academic and language support into the formal curriculum, higher levels of student engagement when embedding a large-scale business simulation, and the effectiveness of experiential learning pedagogies in mixed-nationality classrooms",

keywords = "Action Research, Student Engagement, Chinese students, Business Simulation, Experiential learning, International Student, Mixed-nationality classrooms, Pedagogies",

author = "Clive Kerridge and Colin Simpson",

note = "This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.",

year = "2020",

month = mar,

day = "18",

language = "English",

volume = "47",

pages = "223--226",

}

TY - JOUR

T1 - Embedding Experiential Learning in the Curriculum:

T2 - tutor and international student contributions and reflections in an Action Research project.

AU - Kerridge, Clive

AU - Simpson, Colin

N1 - This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

PY - 2020/3/18

Y1 - 2020/3/18

N2 - This article presents part of a five-year participatory Action Research project at a UK university, addressing curriculum re-design and development by evaluating the views of key participants: support and specialist tutors as well as students. Three main themes addressed are: student performance; interaction between international and domestic students; and academic engagement. Juxtaposition of interview comments, from tutors and international students, highlights the validity of differing views from each stakeholder group. Findings confirm the benefits of integrating academic and language support into the formal curriculum, higher levels of student engagement when embedding a large-scale business simulation, and the effectiveness of experiential learning pedagogies in mixed-nationality classrooms

AB - This article presents part of a five-year participatory Action Research project at a UK university, addressing curriculum re-design and development by evaluating the views of key participants: support and specialist tutors as well as students. Three main themes addressed are: student performance; interaction between international and domestic students; and academic engagement. Juxtaposition of interview comments, from tutors and international students, highlights the validity of differing views from each stakeholder group. Findings confirm the benefits of integrating academic and language support into the formal curriculum, higher levels of student engagement when embedding a large-scale business simulation, and the effectiveness of experiential learning pedagogies in mixed-nationality classrooms

KW - Action Research

KW - Student Engagement

KW - Chinese students

KW - Business Simulation

KW - Experiential learning

KW - International Student

KW - Mixed-nationality classrooms

KW - Pedagogies

M3 - Article

VL - 47

SP - 223

EP - 226

JO - Developments in Business Simulation and Experiential Learning

JF - Developments in Business Simulation and Experiential Learning

ER -