Design thinking comprises an approach to problem solving that uses tools traditionally utilized by designers of commercial products, processes, and environments (e.g., designing a new car or the ...layout of a new airport). While design thinking was originally introduced as an approach that would work best when infused into the culture of an organization, most early studies of design thinking focused on identifying the specific tools and methods that might be used to solve management problems. Only recently have researchers examined how the implementation of design thinking might relate to organizational-level constructs, such as organizational culture. In this review, we examine empirical research (mostly from the past decade) that relates the practice of design thinking to the development of culture in organizations. Through this review, we identify how the use of specific design thinking tools supports the development of specific organizational cultures and vice versa. In addition, we identify how using design thinking tools produces emotional experiences and physical artifacts that help users to understand why and how specific cultures support the effective use of specific tools. Together, our review findings suggest that the experiential nature of design thinking tools and cultures (i.e., that they require people to actively engage in hands-on work) allows them to support one another. On the basis of this insight, we develop a general framework for organizing design thinking research and identify a number of avenues for future research that might advance our understanding of design thinking in organizational contexts.
The growing demand for educational resources on appropriate donkey care and management provided a unique opportunity for undergraduate students to conduct an independent study focused on developing ...an appropriate preventative healthcare and general management program for the 3 resident female donkeys housed at the University of Florida. This project was also intended to provide valuable hands-on leadership and team-building experience to undergraduate students in the areas of donkey behavior and management. Twelve students enrolled in the course and divided into 3 groups of 4 students with each group assigned a donkey with the goal of developing both a positive-reinforcement-based behavior modification and preventative health care program. Students organized themselves into groups based on reported level of experience and comfort with handling untrained donkeys. The use of weekly meetings and a shared online platform (CANVAS) allowed for collaborative discussions between different groups and an organized method of data sharing. Students were encouraged to identify and incorporate relevant peer reviewed and extension resources and to communicate with local equine professionals to aid in developing a program for their respective donkey. Initial and 6-week follow-up surveys were administered using Google forms. At the beginningof the semester, when asked to rank their level of comfort when working with unhandled donkeys, students (n = 12) indicated an average comfort level of 4.2 out of 5, with 5 representing ‘very comfortable’. At the 6-week follow-up survey, which occurred after 12 to 15 contact hours with their assigned donkey, students (n = 12) reported increased comfort handling their donkeys with an average response of 8.9 out of 10 (P = 0.054), and increased knowledge about donkey management with an average response of 8.7 out of 10. Students (n = 12) also reported an average response of 5 out of 10 when asked to rank their behavior modification plan's progress at the 6-week mark. At this time, 2 teams reported the ability to groom and begin introducing haltering their assigned donkey. The initial behavior observations, recorded using a student developed ethogram, are assisting student groups with identifying key behavioral challenges and health care concerns which students will further investigate and address through this new experiential learning opportunity.
Equine industry internship and career options are diverse and can prove difficult for college students to navigate when entering the workforce. An equine industry course, with classroom and ...experiential learning trip components, was developed to expand educational and networking opportunities provided in traditional animal science curriculum. The objective of this study was to determine how course participation influenced future career aspirations, willingness to relocate for employment, and soft skill development. Students (n = 24) from the University of TN (n = 20) and IL State University (n = 4) participated in an 8 d experiential learning trip which contained 17 individual stops across industry, reproduction, nutrition, agritourism and manufacturing locations in TN, OK and TX. Pre- and post-trip surveys were conducted (Qualtrics) to assess prior experience with equids, career aspirations, personal, professional skills and knowledge learned from the trip. Soft skill abilities, willingness to travel, and knowledge gained were assessed on a 5 point Likert scale. Career aspirations, involvement in the equine industry and skills developed post-trip were open ended questions analyzed manually where the number of similar answers were counted. Data were assessed for descriptive statistics using StataSE 17. Most students (62.50%, n = 15) were previously involved in the equine industry and/or equids for more than 5 years, were animalscience majors (87.50%, n = 21), and were raised in rural/on-farm communities (54.20%, n = 13). Post-trip 58.33% (n = 14), of respondents changed career aspirations including but not limited to nutritionist, barn manager, reproductive specialist, and equine veterinarian. Post-trip students indicated they have gained more knowledge of internships (87.50%, n = 21), awareness of careers (95.83%, n = 23), value of equi-tourism (83.33%, n = 20) and overall additional knowledge of equine gained (83.33%, n = 20). Open ended questions indicated students developed professionally, with skills including networking (25.00%, n = 6), importance of connections (20.83%, n = 5), and knowledge of new career opportunities (37.50%, n = 9). Students gained social skills (12.50%, n = 3), communication skills (8.33%, n = 2), confidence (41.67%, n = 10) and expanded personal comfort zones (29.17%, n = 7). The industry trip enhanced student knowledge, experience, and soft skills that would have otherwise been inaccessible in a traditional course setting. Additional assessment should be conducted to quantify the benefit of experience-based learning in career aspirations and developing marketable skills.
This work investigates the impact of entrepreneurial experiential learning (EL) on students' entrepreneurial intention (EI), through the lens of entrepreneurial self-efficacy (ESE). To provide a ...comprehensive viewpoint, the direct impact of entrepreneurial attitude (EA) on entrepreneurial intention has also been looked at. This study, has adopted existing scales to measure entrepreneurial intention, entrepreneurial attitude, and entrepreneurial self-efficacy. For experiential learning, a structured scale has been designed on the basis of its existing scales. Data were collected from 669 students, enrolled in entrepreneurial courses/programs. Punjab, Haryana, and National capital region (NCR) are the three Indian regions considered for the survey. The results highlight that there is a positive influence of experiential learning on entrepreneurial intention though β-value is low (0.042). While the β-value with mediation influence of entrepreneurial self-efficacy between experiential learning and entrepreneurial intention was 0.090 (0.697*0.130), which states that entrepreneurial self-efficacy mediates and enhances the relationship between experiential learning and entrepreneurial intention. It was also found that there is a direct and strong influence of entrepreneurial attitude on entrepreneurial intention (β-value, 0.872). Thus, there is a need to focus on entrepreneurial attitude, as it strongly influences the intentions of the students. Overall results have a bearing that experiential learning; entrepreneurial self-efficacy and entrepreneurial attitude emerged as important predictors of entrepreneurial intention and explained 89.6% of variations in the model. Moreover, experiential learning with the mediation of entrepreneurial self-efficacy had more impact on entrepreneurial intention. Thus, there is a need to focus on entrepreneurial self-efficacy as well as experiential learning.
The debate on how to teach entrepreneurship effectively, motivating students to be entrepreneurs and assisting them in the development of entrepreneurial skills and competences, has come into ...evidence. With this in mind, experiential learning comes into prominence in the teaching of entrepreneurship, being considered a pedagogical approach in which students learn by doing. Therefore, the objective of this work was to carry out a systematic literature review on the application and evaluation of experiential learning in entrepreneurship education. The literature - published in journals from different subject areas and mainly concentrated in Europe - has been classified and coded, resulting in a structure of what has been done so far, with recommendations to guide future research. It is concluded that experiential learning has been recently used as an approach for entrepreneurial education as it contributes to a positive impact on entrepreneurial intention and to the development of entrepreneurial skills and competences. Different activities result in distinct benefits for the teaching-learning process in entrepreneurship, but also demand challenges to be faced. Implications to practice were thus provided.
In artwork appreciation activities, visiting physical exhibitions in art museums is often limited by time, distance and cost. Thus, conventional teaching is mostly conducted through textbooks, ...presentation slides or videos. However, by presenting artwork appreciation through a lecture, it is difficult for students to feel the beauty of artworks, and they can hardly develop accurate appreciation knowledge and critical thinking. To tackle this problem, this study proposed an experiential learning‐based spherical video‐based virtual reality (EL‐SVVR) learning approach based on the experiential learning theory to guide students to browse world‐famous artworks and experience the features of artwork creation. This study developed an EL‐SVVR learning system and adopted a quasi‐experimental design to determine whether the EL‐SVVR learning approach improved students' performance in artwork appreciation in comparison with the conventional teaching approach. A total of 45 university students from two classes who participated in an elective art course were recruited in the study. One class was assigned to be the experimental group and adopted the EL‐SVVR learning approach, while the other class was assigned to be the control group and adopted the conventional technology‐supported learning (CTL) approach. The results showed that in comparison with the CTL approach, the EL‐SVVR learning approach enhanced students' learning achievement, learning motivation, self‐efficacy, critical thinking and performance in digital painting creation during artwork appreciation.
Practitioner notes
What is already known about this topic
Spherical video‐based virtual reality (SVVR) situates students in a simulated environment that enables them to have deep experience regarding the learning contexts.
SVVR has great potential in promoting students' learning performance by providing them situational contexts.
What this paper adds
An SVVR‐based experiential learning approach is proposed to facilitate students' artwork creation.
In addition to promoting students' learning outcomes, the EL‐SVVR learning approach could better facilitate students' learning achievement, learning motivation, critical thinking, self‐efficacy, and performance in painting creation.
Implications for practice and/or policy
SVVR is a potential technology for implementing experiential learning activities; in particular, in improving students' creative thinking for artwork creation.
It is potentially worth trying to apply the SVVR technology to other courses related to artwork creation to promote learners' learning performances and perceptions.
It is worth promoting the SVVR approach in school settings since it is a low‐tech and low‐cost solution with potentially positive impacts on students' learning outcomes.
Conducting research, more so, fieldwork, changes every researcher in many ways. This paper shares the various reflexivities – the journeys of learning – that we underwent as field researchers. Here, ...we share the changes brought about to ourselves, as a result of the research process, and how these changes have affected the research process. It highlights the journey of discovering how we, as researchers, shaped and how we were shaped by the research process and outputs. All these efforts were done in our attempts to discover and understand various social phenomena and issues such as poverty, development, gender, migration, and ill health in the Philippines. This article includes the challenges encountered in our epistemological stance/s and personal and methodological concerns shown in our reflexivity notes/insights. Indeed, it is when researchers acknowledge these changes, that reflexivity in research constitutes part of the research findings. It is through this consciousness of the relational and reflective nature of being aware of personal and methodological concerns that we honor ourselves, our teammates/co-researchers and all others involved with the research project. As researchers, we need to be cognizant of our contributions to the construction of meanings and of lived experiences throughout the research process. We need to acknowledge that indeed it is impossible to remain “outside of” one's study topic while conducting research.
The pace of retail evolution has increased dramatically, with the spread of the Internet and as consumers have become more empowered by mobile phones and smart devices. This article outlines ...significant retail innovations that reveal how retailers and retailing have evolved in the past several decades. In the same spirit, the authors discuss how the topics covered in retail education have shifted. This article further details the roles of current technologies, including social media and retailing analytics, and emerging areas, such as the Internet of things, machine learning, artificial intelligence, blockchain technology, and robotics, all of which are likely to change the retail landscape in the future. Educators thus should incorporate these technologies into their classroom discussions through various means, from experiential exercises to interactive discussions to the reviews of recent articles.
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