Experimentation in the business school: a research model
DOI:
https://doi.org/10.35564/jmbe.2020.0013Keywords:
experimentation, business, motivation, performance, competenciesAbstract
Educators constantly question themselves how to motivate their students to learn and get them to involve with assignment and their objectives or, in other words, how to encourage them to develop competencies and academic performance. This research demonstrates how experimentation carried out in a laboratory at the business school as a convenience store achieves two academic objectives, the first to develop cognitive and procedural competencies and the second to test a research model in which experiential learning generates higher academic performance by increasing student motivation. Through the collection and analysis of empirical data on the opinion of university graduates, it is possible to test the development of competences and using the regression model 4 of Hayes (2012), the research model is tested. The results provide pertinent information to educators and universities on this teaching methodology to be used to have educational benefits of experiential learning.
Downloads
References
Alonso, J. (1995). Motivación y aprendizaje en el aula. Cómo enseñar a pensar. Madrid: Santillana.
Ames, C. (1992). Classrooms: Goals, Structures and Student Motivation, Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261.
Anaya-Durand, A. & Anaya-Huertas, C. (2010). ¿Motivar para aprobar o para aprender? Estrategias de motivación del aprendizaje para los estudiantes. Tecnología, Ciencia, Educación, 25(1), 5-14.https://doi.org/10.21158/9789587560015
Aparicio Castro, G. (2018). La importancia de investigar sobre educación superior en la gestión empresarial. Journal of Management and Business Education, 1(2), 80-86. https://doi.org/10.35564/jmbe.2018.0007.
Bacon, D. R. & Stewart, K. A. (2006). How fast do students forget what they learn in consumer behavior? A longitudinal study. Journal of Marketing Education, 28(3), 181-192. https://doi.org/10.1177/0273475306291463.
Boyatzis, R. (1982). Competent manager: a model for effective performance. Nueva York: Wiley & Sons.
Bunk, G. P. (1994). La transmisión de las competencias en la formación y perfeccionamiento profesionales de la RFA. Revista Europea de Formación Profesional, 1(1), 8-14. https://doi.org/10.35537/10915/66165
Cappuccitti, A., Gunn, F. y Lee, M. (2019). Establishing Knowledge and Cultivating Talent via Experiential Learning: The Case of the Fashion Retail Lab. Journal for Advancement of Marketing Education, 27(Special Issue), 1-9.
Contreras, F. & Paz, J.A. (2012). Las competencias y las bibliotecas en la formación académico profesional de la educación superior. Universidad Nacional Mayor de San Marcos Fondo Editorial. Lima Perú. https://doi.org/10.24016/2017.v3n1.43
Cyrs, E. T. (1995). Essential skills for college teaching: Creating a motivational environment. Educational Development Associates.
Dabbour, K. S. (1997). Applying active learning methods to the design of library instruction for a freshman seminar. College and Research Libraries, 58(6), 299-308. https://doi.org/10.5860/crl.58.4.299
De Vries, L.E., y May, M. (2019). Virtual laboratory simulation in the education of laboratory technicians–motivation and study intensity. Biochemistry and Molecular Biology Education, 47(3), 257–262. https://doi.org/10.1002/bmb.21221
Díez-Martín, F. (2018). Dónde estamos: Una introducción a la educación en los negocios. Journal of Management and Business Education, 1(1), 1-10. https://doi.org/10.35564/jmbe.2018.0001
Dyer, B., & Schumann, D. (1993). Partnering knowledge and Experience: The Business Classroom as Laboratory. Marketing Education Review, 3(2), 32-39. https://doi.org/10.1080/10528008.1993.11488409
Donkin, R., Askew, E. & Stevenson, H. (2019). Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students. BMC Med Educ 19, 310. https://doi.org/10.1186/s12909-019-1745-1
Emerson, R. M., Fretz, R. I. & Shaw, L. L. (1995). Fieldnotes in Ethnographic Research. Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press (EUA), 1-16. https://doi.org/10.7208/chicago/9780226206851.001.0001
Espinoza, E.A., González, K.D., & Hernández, L.T. (2016). Las prácticas de laboratorio: una estrategia didáctica en la construcción de conocimiento científico escolar. Entramado, 12(1), 266-281.https://doi.org/10.18041/entramado.2016v12n1.23125
Estelles-Miguel, S., Peris-Ortiz, M., Albarracín, J.M., & Palmer, M.E. (2018). Nuevas formas de Enseñanza y Aprendizaje en Dirección de Producción y Operaciones. Journal of Management and Business Education, 1(1), 69-79. https://doi.org/10.35564/jmbe.2018.0006.
Fall Lisa, T. (1998). Using management by objective to measure results of classroom project through authentic assessment. Journal of Education for Business, 73, 172-175. https://doi.org/10.1080/08832329809603824
Glaesser, J. (2019) Competence in educational theory and practice: a critical discussion, Oxford Review of Education, 45(1), 70-85, https://doi.org/10.1080/03054985.2018.1493987
González, A. (2005). Motivación académica. Teoría, aplicación y evaluación. Madrid: Pirámide.
Hammer, L. O. (2000). The Additive Effects of Semistructured Classroom Activities on Student Learning: An Application of Classroom-Based Experiential Learning Techniques. Journal of Marketing Education, 22(1), 25-34. https://doi.org/10.1177%2F0273475300221004
Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling [White paper]. Recuperado de: http://www.afhayes.com/public/process2012.pdf
Hernández, G. (2019). Tec de Monterrey estrena plan basado en competencias. El Economista. Junio 4, 2019. México, D.F.
Hopkins, C., Raymond, M. & Carlson, L. (2011). Educating Students to Give Them a Sustainable Competitive Advantage. Journal of Marketing Education, 33(3), 337–347. https://doi.org/10.1177%2F0273475311420241.
Infante, C. (2014). Propuesta pedagógica para el uso de laboratorios virtuales como actividad complementaria en las asignaturas teórico-prácticas. Revista Mexicana de Investigación Educativa,19(62), 917-937.
Irigoyen, J. J., Jiménez, M. Y., y Acuña, K. F.. (2011). Competencias y Educación Superior. Revista Mexicana de Investigación Educativa, 16(48), 243-266.
Lewis, L. H. y Williams, C. J. (1994). Experiential learning: Past and present, In Experiential learning: A newapproach, edited by Lewis Jackson and Rosemary S. Caffarella, 5-16. San Francisco: Jossey-Bass.
Makulova, A., Alimzhanova, G. , Bekturganova, Z., Umirzakova, Z., Makulova, L. & Karymbayeva, K. (2015). Theory and Practice of Competency-Based Approach in Education. International Education Studies, 8(8), https://doi.org/10.5539/ies.v8n8p183
Mas, C. y Medina, M. (2007). Motivaciones para el estudio en universitarios. Anales de Psicología, 23(1), 17-24.
Maat, H. (2011). The history and future of agricultural experiments. Journal of Life Science. 57(3-4), 187-195. https://doi.org/10.1016/j.njas.2010.11.001
Morgan, Fe. & McCabe, D. (2012). Learning Why We Buy: An Experiential Project for the Consumer Behavior Course. Journal of Marketing Education, 34(2), 140–155. https://doi.org/10.1177/0273475312450387
Neil, S. & Etheridge, R. (2008). Flexible learning spaces: The Integration of Pedagogy, Physical Design, and Instructional Technology. Marketing Education Review, 18(1), 47-53. https://doi.org/10.1080/10528008.2008.11489024
Perry, N. W., Huss, M. T. Huss, M., Bradley, D. & Galas, J. M. (1996). An active-learning approach to teaching the undergraduate psychology and law course. Teaching of Psychology, 23(2), 76-81.https://doi.org/10.1207/s15328023top2302_1
Pintrich, P. R. (1994). Student motivation in the college classroom, Pritchard, K. W. y McLaren Sawyer, R. (eds) Handbook of college teaching: Theory and application. Westport. CN: Greenwood Press.
Rinaudo, M. C., De la Barrera, M. L. & Donolo, D. (2006). Motivación para el aprendizaje en estudiantes universitarios. Revista Electrónica de Motivación y Emoción, 9(22). https://doi.org/10.5377/recsp.v3i1.9789
Seitz, V. y Razzouk, N. (2002). Teaching Retailing and Merchandising: An experiential Approach. Marketing Education Review, 53(1), 53-60. https://doi.org/10.1080/10528008.2002.11488771
Silva, R., Rodrigues, R. y Leal, C. (2020). Student Learning Motivations in the Field of Management with (and without) gamification. Journal of Management and Business Education, 3(1), 47-71. https://doi.org/10.35564/jmbe.2020.0005
Smith, S. y Fisher, D. (2006). You can observe a lot just by watching: Using videography in a retail setting to teach observational research methods. Marketing Education Review, 16(1), 75-78. https://doi.org/10.1080/10528008.2006.11488942
Steinmann, A., Bosch, B. y Aiassa, D. (2013). Motivación y Expectativas de los Estudiantes por Aprender Ciencias en la Universidad. Revista Mexicana de Investigación Educativa, 18(57), 585-598
Underhill, P. (2009). Why we buy: The science of shopping—Updated and revised for the internet, global consumer and beyond. New York, NY: Simon & Schuster.
Villalobos, V., Ávila, J. E. & Olivares, S. L. (2016). Aprendizaje Basado en Problemas en química y el pensamiento crítico en secundaria. Revista Mexicana de Investigación Educativa, 21(69), 557-581. https://doi.org/10.22201/iisue.20072872e.2017.23.249
Zabala, A. & Arnau, L. (2007). La enseñanza de las competencias. Aula de Innovación Educativa,161, 40-46.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Management and Business Education
![Creative Commons License](http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License terms at: https://creativecommons.org/licenses/by-nc/4.0/legalcode