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

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