Big Need Not Be Bad: A Case Study of Experiential Leadership Development in Different-Sized Classes

Autor/inn/en	Page, Nadine C.; Nimon-Peters, Amanda J.; Urquhart, Alexander
Titel	Big Need Not Be Bad: A Case Study of Experiential Leadership Development in Different-Sized Classes
Quelle	In: Journal of Management Education, 45 (2021) 3, S.360-386 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Page, Nadine C.) ORCID (Nimon-Peters, Amanda J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562920948921
Schlagwörter	Case Studies; Class Size; Higher Education; Experiential Learning; Curriculum Design; Skill Development; Leadership Training; College Faculty; Coaching (Performance); Feedback (Response); Graduate Students; Instructional Design; Self Evaluation (Individuals); Peer Evaluation; Peer Teaching; Masters Programs; Business Administration Education; Teaching Methods; Course Content + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassengröße; Hochschulbildung; Hochschulsystem; Hochschulwesen; Experiental learning; Erfahrungsorientiertes Lernen; Lehrplangestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Führungslehre; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Peer group teaching; Peer Group Teaching; Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm
Abstract	Higher education classes have increased in size at a time of significant resource restrictions for universities. At the same time, employers are looking for graduates with relevant competencies and skills. This poses two key challenges: (1) how to design an experiential curriculum that produces significant skill development and (2) how to ensure that this program is scalable and effective in a large class context. In this case study, we describe the curriculum of a postgraduate experiential learning curriculum focused on leadership development, and report its effectiveness in developing leadership competencies in different-sized large classes. This case study demonstrates that effective large class experiential learning and leadership skills development is possible. We found comparable effectiveness across different-sized classes of up to 130 students. These results were achieved by combining experiential learning, intentional change theory, dedicated and experienced faculty coaches, feedback and coaching in small peer groups, and periodic self- and peer-evaluations. We observed that class size may differentially affect the effectiveness of experiential learning for leadership competency development at different stages of a course. Practical implications for course design and delivery are discussed, with a focus on the curriculum design elements that help make large class experiential learning impactful and manageable. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01