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GLOBAL BUSINESS SCHOOL NETWORK
Cross Border Coffee Break
The Value of Experiential Learning
Friday February 23rd, 2018. 10 am EST
PRESENTER FACILITATOR
KerryLauferDirectorTuckGO-OnSiteGlobalConsultingTuckSchoolofBusinessatDartmouthExperientialLearningAdvisoryBoard,GBSN
FabienneJolivertNetworkEngagementOfficerGlobalBusinessSchoolNetwork
OUR AGENDA FOR TODAY
About the Global Business School Network (GBSN)
The Tuck School of Business Approach to Experiential Learning
GBSN Learning by Doing Summit Preview
Question & Answer
GBSN: 72 BUSINESS SCHOOLS
Mission:
Improve access to quality, locally relevant management education for the developing world.
What We Do:
CapacityBuildingPrograms
PromotionofBestPractice
FosteraNetwork&Partnerships
More info: gbsn.org
EXPERIENTIALLEARNINGWhatisit?Whyisitrelevant?
KerryLaufer,Director,TuckGO,OnSiteGlobalConsultingTuckSchoolofBusinessatDartmouthGBSNExperientialLearningAdvisoryBoard
Dartmouth Experiential Learning Initiative • Established to expand and
enhance experiential learning across the institution
• Coordinates resources to engage stakeholders in the design and delivery of experiential learning opportunities
• Provides our definition, outlines baseline expectations and standards
EXPERIENTIAL LEARNING
@ DARTMOUTH • 120+ courses
• Involving 70+ Dartmouth faculty
• More than 70 co-curricular programs
Source: 2014 Dartmouth Survey
EXPERIENTIALLEARNINGISINCREASINGLYEXPECTED
DARTMOUTH OPTED FOR A BROAD DEFINITION: Experiential education is a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and
focused reflection in order to: • Increase knowledge • Develop skills • Clarify values • Develop people’s capacity to contribute
to their communities
- Association for Experiential Education http://www.aee.org/
AGREEINGONADEFINITIONCANHELPGUIDEINSTITUTIONALEFFORTS
Stated more simply, it’s about
learning through reflection on doing
INTUCK’SMODELACTIVITIESAREACADEMIC,CO-CURRICULAR,ORAHYBRID,ANDALLMUSTINCLUDECERTAINCOMPONENTS
REQUIREDCOMPONENTS• Studentsintentionallyengage
intellectually,creatively,emotionally,orphysicallyinadirectexperience
• Studentstakeinitiative,make
decisions,problemsolve,andareaccountableforresults
• Studentsconceptualizeandcriticallyreflectontheexperience
Examples(notanexhaustivelist):
• Consultingprojects
• Entrepreneurialactivities
• Globalimmersionexperiences
• Internships
• Opportunitiestoserveonboards
• Student-runbusinesses&investmentfunds
• Research&independentstudies
• Simulationsandroleplaysincoreand
electivecourses
THREEFOR-CREDITEXPERIENTIALLEARNINGCOURSES,EACHDIFFERENT,AREOFFEREDINTUCK’S2-YEARMBA
FIRST-YEARPROJECT GLOBALINSIGHTEXPEDITIONS
ONSITEGLOBALCONSULTING
DURATION 9-weekbusinessanalysisprojectwithexternalclient
10-dayfaculty-ledstudytourin1or2countries
10-12weekconsultingengagementw/external
client
CURRICULUM/CREDITS
MBAcorecourse(required1styear),fullcredit
MBAelective,1stor2ndyear,halfcredit
MBAelective,2ndyear,fullcredit
SIZE/SCALE~60projectsperyear
(~8-12global)280+students
~8-10peryear200students
~8-12projectsperyear60students
IMMERSIONPERIOD
1-weekimmersion(globalprojectsonly) 10-dayimmersion 3-weekimmersion
FACULTY/STUDENTRATIO From~1:15to1:50 ~1:25 ~1:6
FUNDINGMODEL
CombinationTuckandclientfunded
CombinationTuckandstudentfunded
Clientorotherthirdpartyfunded
MANYOFTHESKILLSEMPLOYERSSEEK(ANDSAYTHEYCANNOTFIND)ALIGNWITHEXPERIENTIALLEARNINGOUTCOMES
• Effectivecommunication• Teamwork• Projectmanagement• Businessethics• Criticalthinking• Effectivedecisionmaking• Problemsolvingability• Globalperspective• …andmore
Inproject-based
courses
Studentsapplyclassroomlearningandprior
learning/experiencetosolveareal-world
businesschallengeforacorporate,non-profitorgovernmentpartner
• Testclassroomskillsinareal-worldsetting
• Gainexposuretoprospectiveemployers
• Tryoutinterestsbeforetheydecide
• Innovate,takerisks,andlearnfromfailure
• Workandcommunicateeffectivelywithpeoplefromdifferentbackgroundsandcultures
• Applymultipledisciplinesandperspectivestosolveunstructuredproblems
• Previewtalentbeforetheyhire• Getadditionalresourcestoadvance
strategicinitiatives• Getactionablerecommendations
forthebusiness• Contributetodevelopinglocal
capacity• Influenceandhelpimprove
businesseducation
STUDENTS COMPANIES
BENEFITSOFPARTNERINGWITHCOMPANIESONPROJECTSCANBEPOWERFUL
REGISTRATION STILL OPEN
FOR FULL AGENDA AND TO REGISTER VISIT:
WWW.GBSN.ORG/ELSUMMIT
MITSloanSchoolofBusiness UniversidadEAFIT CENTRUMGraduate
BusinessSchool UniversitéLaval
GWGraduateSchoolofBusiness
UniversidaddelosAndes
MaastrichtSchoolofManagement TuckSchoolofBusiness
Panelistsfrom:
GBSNEXPERIENTIALLEARNINGCOMMITTEE
QUESTION&ANSWER
KerryLaufer,Director,TuckGO-OnSiteGlobalConsultingTuckSchoolofBusinessatDartmouthkerry.l.laufer@tuck.dartmouth.edu
Additional Resources Recent Tuck Project Examples
APPENDIX
LINKSTOADDITIONALRESOURCES
Eight Principles of Good Practice For All Experiential Learning Activities National Society for Experiential Education
Bevan,D.,&Kipka,C.(2012).Experientiallearningandmanagementeducation. JournalofManagementDevelopment, 31(3),193-197.DeRue,D.S.,Ashford,S.J.andMyers,C.G.(2012),LearningAgility:InSearchofConceptualClarityandTheoreticalGrounding.IndustrialandOrganizationalPsychology,5:258–279.DeRue,D.S.,&Wellman,N.(2009).DevelopingLeadersviaExperience:TheRoleofDevelopmentalChallenge,LearningOrientation,andFeedbackAvailability.JournalofAppliedPsychology,94(4),859-875.Kolb,D.(1984).Experientiallearning:Experienceasthesourceoflearninganddevelopment.EnglewoodCliffs,NJ:PrenticeHall.
The Power of Experiential Education Janet Eyler, 2009
http://www.nsee.org/8-principles
http://bized.aacsb.edu/articles/2018/january/taking-measure-of-experiential-learning
https://www.aacu.org/publications-research/periodicals/power-experiential-education
Taking Measure of Experiential Learning Kerry Laufer, Shannon McKeen, and Michellana Jester, 2018
TheChallengeTheclientneededastrategytodeterminethebestapproach(timing/channel)toentertheUSmarketwithaspecificproduct.
• TuckpartneredwithIAE/UniversidadAstralnearBuenosAires,buildingateamofhalfTuckstudents,halfIAEMBAstudents.TheteamwasadvisedbyIAEfacultywithTuckstaffsupport.
• Theteamconductedaten-weekproject(threeweekson-site)toconductprimaryresearch,analyzetheoptionsandrecommendanapproach.
• Clientreceivedafullassessmentofvariousentryapproachesand
recommendationforbestfit,alongwithtiming,partnershipoptions,andfirstyearpenetrationprojections.
• Clientwaspleasedwithandusedtheresults;returnedthenextyearforanotherprojectfocusedonaddingbrandvaluetoacommodityproduct.
Agriculture,marketentry,analysis,marketingandimport/exportexperience,alongwithmanagementconsultingexpertiseandSpanish/Englishlanguage.
TheResult
TheApproach
StudentSkillsLeveragedand
Gained
PROJECTEXAMPLE:ARGENTINIANCITRUSPRODUCER
TheChallengeTheclientsoughttoexpandintwokeymarketsinSouthAmerica–EcuadorandPeru.Theyaskedtheteamtodeterminepotentialforgrowththroughsalesandacquisitioninbothmarkets,focusingonspecificsegmentsofCPGandfoodservice.
• Tuckfieldedateamofconsultantswithwide-rangingexperienceandincludingafewnativeSouthAmericans.
• Theteamconductedaten-weekproject(threeweekson-site)focusedonprimaryresearchwithcustomersandconsumers,andprovidingasetofforward-lookingrecommendations.
• Clientreceivedadetailedunderstandingofcustomerpreferencesand
recommendationsforrevisionsinproductlineofferings.• Teamalsodeliveredassessmentofmarketneedsandopportunities,identifying
potentialacquisitiontargetsandrelevantfinancialimplications.
CPG,foodservice,marketresearchandassessment,financialanalysis,brandandposition,alongwithmanagementconsultingexpertise.MultiplenativeSpanishspeakerswerecriticaltotheteam’ssuccess.
TheResult
TheApproach
StudentSkillsLeveragedand
Gained
PROJECTEXAMPLE:MEXICANCPG&FOODSERVICE
STAY CONNECTED!
@gbsnonline
@TuckSchool
@GlobalBusinessSchoolNetwork
@tuckschool
gbsn.org
tuck.dartmouth.edu