Curriculum Construction: Experiential Learning / Learning by

The interview data and the literature review suggested that 'learning by doing' was an important aspect of the business curriculum in the BSC. For example, Buchanan et al., (2002) suggested that the benefits to students of learning by doing are that when focusing on learning activities students can apply their knowledge in the business field in which they will perform in the real world (Appendix IV, Figure B: Traditional versus New Teaching Methods in Higher Education). The teaching approach in the BSC has been to attempt the development of an 'open' and cohesive teaching team. According to Pedler (1991), 'Changing the 'lecture culture' has

involved a paradigm shift from teaching to learning' (p. 168), an approach which has been attempted to the 'Dummy Company' (Appendix IV, Figure C).

As Andresen et al., (2000) pointed out, experiential learning may have overlooked the fact that all learning involves experiences (e.g., problem-solving, negotiation and autonomy). Nevertheless, an analysis of the survey results revealed respondents' thoughts about the strengths of the BSC, indicating that most were in favour of experiential learning, as shown by a student's statement: 'Real practice is learnt from real situations!' (STU # 1). In general, all respondents agreed that a significant advantage of learning by doing is that it prepares students for their potential work in 'bona fide' companies. However, some respondents still felt that the BSC experience was not the same as working in a 'bona fide' company, as it was only for a short period of time and therefore could not provide the full range of experiences which occur over time in a 'bona fide' company.

The survey data (Table 4-2, Item 3) indicate that respondents have a high level of agreement that students in the BSC are encouraged to develop skills and critical thinking ability to solve problems in an experiential learning environment (Mean Scores were 4.15 for both students and staff, and 4.33 for NUS), as mentioned in section regarding PBL (pp. 150-151). For example, a typical comment was: 'It is something that we have practised, as in a real job so we need to plan and think about which strategy to use, based on the theories studied and practical experience' (STU # 4). The Mean Scores for this item support the argument of Kolb (1984) that knowledge is created through the transformation of experience. By developing the critical thinking ability to solve actual problems, students are transforming their experience of a problem into the knowledge of how to solve it. They can then apply these techniques to problems which they may encounter in the 'real' world of business. The work of Kolb (1984), and a number of other researchers (Adams, 1973; Barnett & Hallam, 1999; Cudworth, 1995; Knowles, 1990; Paul, 1996), also suggests that by the transfer of learning students use their theoretical knowledge to inform their performance.

It was noted in the literature review there has been a strong trend towards 'learning by doing', and these are the principles situated at the heart of experiential learning (Andresen et al., 2000). A focus on experiential learning is evident in the BSC as it

relates students' work to their knowledge, which is derived from and demonstrated by the practical experience of students in a 'bona fide' workplace (Kolb, 1984). This view was consistently expressed by several interviewees, who reported that:

Students learn within real-life contexts in the business world and have first hand experience before they work in a 'bona fide' company. It seems that learning by trial and error helps them adjust to real-life work later (STA # 4).

I can say that this course allows students to have real-life experiences which are suitable for business students…it's better than sitting in the classroom (NUS # 5).

The data indicate that BSC supervisors encourage and facilitate students' operation of their 'Dummy Company' within the realities and uncertainties of an organisation and its situation, by integrating theory (which is taught in lecture format earlier in the courses) and practice.

As mentioned in Chapter One, Payap University courses are based on the belief that higher education systems should co-operate to improve and assess the curriculum and learning processes to provide students with learning opportunities, particularly in regard to integrating theory and training on the job. Thus, learning by 'doing' in higher education is an appropriate pedagogy for developing students' business skills (Henry, 1989; Kolb cited in Peterson, 1989). Further, a number of authors (e.g., Boud, 1989; Cottrell, 2001; Foley, 2000; McGill & Weil, 1989) indicate the importance of experiential learning as a way of facilitating students' learning through relevant curricula and practical experiences.

However, some constraints were perceived by respondents to occur with experiential learning in the BSC, including the time-consuming nature of this type of learning (Gilley, 1990), and the possible inappropriateness of students' work positions in the 'Dummy Company'. As a non-university respondent reported: '…the BSC is a short- term course, designed for students to learn from real companies, in a real business situation. It is not meant to keep going continuously like a real business' (NUS # 5). This was seen also by some student respondents as a possible cause of students lacking a sense of responsibility because students were aware that the course was only for a semester and therefore they may not have taken it as seriously as on-going business activities. On the other hand, a student respondent who worked in the

Management Team argued: 'Actually, students who run the 'Dummy Company' take their positions very seriously; they feel a responsibility to do their best' (STU # 5). Experiential learning in the context of adult learning cannot be seen as restrictive, because adults bring a wealth of life experience to their learning. Overall, the respondents' perspectives indicate that the benefits of experiential learning in the BSC are greater than the possible challenges.

5.1.3 Preparing Students for the World of Work

Research Question 3: How effectively does the BSC prepare students to work with the community?

In this section, the discussion of results provides details of the effectiveness of the BSC in preparing students to work with the community.