JOLT 2012 - PAPER 6

Journal of Learning and Teaching

Embedding Experiential Learning in Event Management Undergraduate Degrees Dr Wendy Sealy, Programme Co-ordinator for Event Management, SEMAL Abstract The aim of this paper is to present, explore and discuss the pedagogic value of an approach to experiential learning that is embedded in the University of Chichester’s Event Management degree programme. The University of Chichester advocates a more varied approach to teaching including more workshops type tutorials and field-based projects. This paper will provide a commentary of the ways that experiential learning activities are employed in the teaching of event management, the issues surrounding its use, and faculty practices requisite to the development and operation of such experiential learning activities.

Introduction and Literature Overview The current education literature contends that experiential learning is a necessary component of formal instruction in colleges and universities (Kolb and Kolb, 2005; Penger, Znidarsic, Dimovski, 2010; Stevenson, 2004). Theoretical models of experiential learning introduce students to abstract concepts and theories through the creation of stimulated real-life work environments and subsequently allows reflection on the affective and cognitive dynamics of managing and organising (Penger et al, 2010).

Embedded with the appropriate work experience, experiential learning is believed to provide students with self assurance and a sense of accomplishment and mastery that is necessary to pursue

actual experience of the phenomenon. ‘Reflective observation’ concerns students being able to reflect on this experience by stepping back from the task and reviewing what has taken place.

‘Abstract conceptualisation’ occurs when students integrate their experience and reflection with knowledge gained from elsewhere, usually through textbooks; and ‘active experimentation’ requires some form of action to take place in similar situations at another time in order to gain further experience and to reflect yet again, and again, and the cycle continues. This study on the effectiveness of an experiential approach to the teaching of an event management module is underpinned by Kolb’s (1984) model of experiential learning.

successful careers and to compete with other applicants for jobs

A case for the implementation of experiential learning has been

upon graduation (Yorke, 2011).

made by several researchers (Groves, Bowd and Smith, 2010;

There are various theoretical models used to explain the relationship between experience and learning. One of the best known models is that of Kolb (1984:38) who contents that “experiential learning is the process whereby knowledge is created through the transformation of experience”. Kolb’s model suggest that experiences outside of the classroom can provide much more meaningful pedagogic value for learners than traditional classroom instruction, enabling students to better apply classroom theory to industry practice.

Schellhase, 2006; Stevenson, 2004; Torres and Cano, 2011). The major rationale behind this theory is that it not only facilitates learning in work based environments but it also implicitly enables learning methods to fit each person’s own preferred learning styles so students are more encouraged to learn and develop with the methods they find most appropriate and enjoyable. The experiential learning model is a departure from the traditional reception model where the learner is the passive receiver of knowledge transmitted by the teacher. This behaviourist or transmission/reception

Kolb’s theory of experiential learning addresses four critical elements

approach (Carnell and Lodge, 2002) promotes surface learning

to the learning cycle: concrete experience; reflective observation;

by the acquisition of knowledge through memorisation and its

abstract conceptualisation and active experimentation. ‘Concrete

reproduction for assessment purposes. In the transmission/

experience’ refers to personal involvement in the phenomena of

reception model basic essential skills are emphasised with little

interest. The importance of this element is rooted in the notion that

or no recognition for the emotional and social aspects of learning

students are better able to relate theory to practice only through

(ibid). A major problem with the reception model is that it does not

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Journal of Learning and Teaching encourage students to make connections and apply their knowledge in complex business circumstances. In contrast, experiential learning theory adopts a more constructivist philosophy where the construction of meaning is at the heart of the learning process.

This is important as student module feedback suggests that many students who enrol in the event management programme are attracted to it due to the pragmatic approach to teaching where emphasis is place on developing work-based skills. Since teambased, multi-disciplinary approaches to the delivery of major corporate events is the norm in the events industry (Bowdin et.al, 2010), modelling these experiences in and outside the classroom may have more pedagogic value for academic achievement than traditional classroom based activities and better position students with the mastery to apply many of the principles taught in the degree programme to the event industry.

Methods Modelled from ethnographic research the process of reflection is now a well established practice in professional education (Harrison, 2010). Reflective practice is essentially the integration of knowledge to comprehend important processes within the teaching profession and to reflect on how these processes can be integrated or modified for the best possible outcomes. With reflective practice being the underlying principle behind this paper the methods of this study consisted of recording the author’s experience with an experiential teaching technique employed for the delivery of an event management, level one module.

The experiment was focussed on one work-based assessment.

The implementation of the techniques and its assessment took place in semester two of the academic year 2010/2011 and the facilitator of the programme kept a journal that recorded the

However some authors disagree with Kolb’s approach. For instance,

students’ response to the technique. Exerts from the diary on how

Rogers (1996) points out that learning is a social phenomenon

the students responded to the techniques are presented below.

which includes the goals and purposes of the individuals, their intentions, choices and decision-making. It is not at all clear where

Event Volunteer Programme

these elements fit into the learning cycle. A further problem is

The BA (Honours) degree in Event Management is a business based

that while experiential learning may be effective at teaching “life

degree which was designed in consultation with event industry

skills,” this is at the expense of creating academic skills. In fact,

professionals. The major skills that the event management degree

the lack of soft skills – the ability to work in a team, the ability

seeks to harness include communication skills, analytical skills,

to think critically and to communicate effectively has been cited

innovative and creative skills. The degree also tends to focus

by employers to be major weaknesses of university graduates

on key business management disciplines including operations

(Woolcock, 2010). Because some aspects of experiential learning

management, project management, marketing, finance and human

involves direct engagement with tutors and peers in seminar like

resources management. The integration of conceptual learning

settings students report that they did not always have the necessary

and application in a work-based environment is an integral part of

experience to actively engage in discussions (Stevenson, 2004).

the event management bachelor’s degree. At level one students

While experiential learning may hold much value for inexperience

complete BML 108 - Event Planning, Design and Creation. This

undergraduates, it is not at all clear how mature students, who

module prepares students to deliver an original event at level two,

come to university with many years’ work experience, may respond

which they design and deliver as part of their assessment for BML

to experiential learning. While Kolb’s theory presents a useful

225 – Planning and Managing Events: From Principles to Practice.

model for the application of teaching methods there is very little

At level three students deliver a major event for an external client

literature that assesses the effectiveness of different experiential

which takes place outside the university.

teaching techniques for event management. In fact, there appears to be a dearth of literature in experiential learning research across many academic disciplines.

In semester one of the 2010/11 academic year as part of the level one event management module students were required to undertake voluntary work at a local or regional event as part of the University’s Event Volunteer Programme. This particular part of the experiential learning process was to establish ‘concrete experience’. Students were required to present a short evaluative debrief on their volunteering exercise applying the key event

2012 Series: Paper 6

Journal of Learning and Teaching design and creation concepts covered during the module. A key

This experiential exercise provided students with a more realistic

objective behind this assessment was to get students to engage

view of the complexities of the event industry. For the module

fully in solving the problems that they observed or encountered

tutor this was particularly welcomed since many students enter

through volunteering and to show evidence of reflective practice

the degree programme with unrealistic notions of the profession

(reflective observation).

and very limited career awareness.

The evaluative debriefs were conducted through a classroom

A major pedagogic outcome, applying Kolb’s reflective observation

session where students were required to conduct a Powerpoint

concept, is that students were required to reflect on their learning

presentation in front of their peers. While the exercise was designed

and to identify knowledge gaps that needed to be filled in

so that students would be encouraged to think critically about their

order for them to deliver a major event competently. During the

experience the students, instead, tended to be mainly descriptive

semester students often expressed resistance to what they were

in their approach to the debriefing exercise and did not critically

being taught and often complained that they could not see the

apply or engage with the event management literature. In this

relevance of what they were learning and how it applied to their

sense the exercise was not very effective in establishing ‘abstract

future profession. It was only through volunteering those students

conceptualisation’ where students integrate their experience and

started to grasp the realities of the event management profession

knowledge gained from the text books. It was up to the facilitator

and were better able to relate what was being taught to them at

to make the connections between the students’ experience of

university to industry practice. It was at this juncture that students

practice and theory and then draw these to the attention of the

became more receptive to what was being taught to them in the

students. It should be noted that students were able to evaluate

course. These events suggest that students may then commit

their events with very critical eyes and were able to identify many

to learning if the pedagogic activities are realistic to them and

flaws in their production and design; however, they were not

merits application in the real world. This outcome is consistent

necessarily able to offer solutions that were based on academically

with Carnell and Lodge’s (2002) position. They claim that teaching

sound principles, although they were told to do so. Instead they

should emphasise relevance and be less concern with ‘putting in’

offered rather superficial solutions to the problems identified in

and more concern with ‘drawing out’ new knowledge. It appears

their debriefs. Some students were unable to offer any solutions at

as through learning for these students in event management

all. At this juncture it became evident to the module tutor that the

proceeds faster if the perceived social and financial threat to the

students were not engaging adequately with the reading material.

self is low.

This was not so much a disadvantage but an opportunity for the tutor to further illuminate the links between practice and the literature and to provide review sessions on some critical elements of the module. In this case a major teaching benefit is that the tutor was able to identify weak areas that needed addressing before the written assignment was due for submission. It is here that the exercise facilitated a form of formative feedback that might not have otherwise occurred.

The active experimentation aspect of Kolb’s (1984) model was achieved through the writing of an event proposal. The students were required to design and create an original event using key event design concepts taught during the module and to present this in a group report.

The Practitioner’s Reflections While experiential learning techniques are designed to engage

One of the benefits of the debrief session was that it provided

students in real-world business experiences tutors need to ensure

a transfer of knowledge between students due to the sharing

that students are, in fact, ready psychologically and intellectually

of information about their different types of event volunteering

to take on such real-life projects. It was evident that experiential

experiences. It was an effective way to engage the students in

learning techniques work better if they are used to complement

meaningful discussions since they had all volunteered and could

traditional teaching techniques but not to replace them. At level

draw on each other’s experience. This transfer of knowledge

one of the event management programme it was found that

highlighted the range of events available in industry and the

students had limited knowledge of the industry did not always

problems faced by event managers in their production and design.

engage fully with the event literature in order to solve the problems

2012 Series: Paper 6

Journal of Learning and Teaching encountered at major events. Students need time after entering

‘some of the students were more committed than others... some

university to adjust to tertiary level standards and to acquire the

drifted off and others did not report on time for afternoon duties’.

relevant knowledge that can be facilitated through engagement

A focus group, held with level two event management students

with the event management literature. More in-class exercises

who travelled the same trajectory, revealed they too did not feel

that require students to engage early with the event literature may

that they gained much from volunteering. Some commented that

be more important at level one than work-based experiences.

in order for undergraduate students to recognise the pedagogic

More meaningful engagement can be facilitated through in-class

value of volunteering they should to be accompanied by the

presentations where students are required to present cases built

module tutor who could provide extra guidance and advice on

around different event design themes at various points throughout

how to make the most of the volunteering opportunity.

the module. Students can be given the freedom to investigate

presence of the module tutor could provide students with more

the themes that appeal the most to them. This may be more

direction and insights on how they could benefit from the exercise.

beneficial at assisting students in building a body of knowledge

However the current resources of the department do not permit

that would assist them in eventually solving industry problems. It

a tutor to accompany students on volunteering activities. This is

is therefore questionable whether the methods of teaching that

where a more incremental approach to experiential learning might

engages students immediately with problem solving and seminar

be more appropriate where there is a gradual ascension to more

discussions is suitable for level one undergraduates who have

advanced experiential learning tasks as they progress through the

limited awareness and knowledge of and experience with the

different levels of the degree course. This could be based on the

profession. Some students commented that they did not always

model of: level one, theory; level two, application; and level three,

feel comfortable presenting in front of their peers and one student

active experimentation.

indicated that they did not feel that they had the leadership skills required to pursue event management and has since decided to change their degree route. It appears as though a learner needs some amount of freedom to develop experience-based understanding supplemented by some degree of guidance as well.

It is at this point that questions arose regarding whether students should be pressured into deriving any type of pedagogic outcome from volunteering activities so early in their university career.

While as an academic practitioner this is the desired outcome of volunteering it should also be recognised that any implementation of experiential teaching must not undermine student motivation and self-confidence. Perhaps a better approach would be to use volunteerism as scaffolding to support the learning process rather that linking it to an assessment. Through this approach volunteerism could be promoted more as corporate social responsibility in which students can participate. These activities can be pitched to students as enjoyable events on which they would be required to reflect in the classroom but not for marks.

It was discovered that students’ misguided notions about the nature of the event management industry and skill requirements were often a key influence on their attitude towards certain tasks, often producing an apathetic approach to experiential learning.

This attitude is reflected in this report from an event organiser who seconded level one students as volunteers. They commented that 2012 Series: Paper 6

The

Experiential learning requires a considerable level of planning on the part of the module tutor and a considerable level of commitment from the students. Students did not always prepare the advance tutorial tasks and thus could not always engage in the sessions fully. At times valuable session time had to be spent completing the tasks in the classroom setting that could have been spent exploring new topics. In this sense experiential learning might require a freer and less structure approach to learning. Rather than strictly following the module schedule it may become necessary to adopt a more semi-structured approach where the tutor can revisit various topics as they see appropriate. Regular scheduled time to revisit previous topics can help gauge how well students understand the concepts, and give them the opportunity to talk about, share and demonstrate what they are learning. In the end, this translates to significantly better understanding, and ensures that the needs of all students are being addressed.

This experience has shown that the development of experiential learning techniques requires knowledge of a variety of teaching methods and learning strategies in order to match students’ learning styles and to achieve the pedagogical objectives of the overall module delivery. The fit of a particular method of delivery with the overall syllabus, the goals of the modules, resources available to the lecturer and the individual learners’ needs and

Journal of Learning and Teaching willingness for a particular method should all play an important

SCHELLHASE, K. (2006), Kolb’s experiential learning theory in

part in the choice of methods employed. As an event industry

athletic training education: A literature review, Athletic Training

practitioner of 20 years experience at a corporate level it is

Educational Journal, 2, pp. 18-27.

necessary to highlight that the problem with experiential learning is that in real-life business situations we often do not get a chance to see the outcome of our decisions and thus, cannot reflect on them. Furthermore, the consequences of our actions may be in the future or affect a part of the organization far removed from ours.

STEVENSON, N. (2004), Practice Paper: Redesigning Seminars to Enhance Student Learning and Motivation, Paper presented at the Conference of the Association for Tourism in Higher Education, Buckinghamshire, UK, 1-3 December.

In reality by the time we get to reflect on our actions it is often too

TORRES, R. AND CANO, J. (2011), Learning styles of students in

late as the consequences of our actions may have already had a

a college of agriculture, Journal of Agricultural Education, 35 (4),

negative outcome; and in the event industry this is usually with

pp, 61-66.

devastating effect. Experiential learning based on Kolb promotes a more reactive approach rather than a proactive approach to business management. In the business of event management you must get it right the first time.

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CARNEL, E. AND LODGE, C. (2002), Supporting Effective Learning, London: Paul Chapman.

GROVES, M., BOWD, B. AND SMITH, J. (2012), Facilitating experiential learning of study skills in sports students, Journal of Further and Higher Education, 34 (1), pp. 11-22.

HARRISON, J. (2010), Professional development and the reflective practitioner, in Dymoke, S., and Harrison, J. (Eds.), Reflective Teaching and Learning, London: SAGE, pp. 7-44.

KOLB, D.A. (1984), Experiential Learning: Experience as the Source of Learning, New Jersey: Prentice Hall.

KOLB, A. AND KOLB. D. (2005), Learning styles and learning spaces: Enhancing experiential learning in higher education, Academy of Management Learning & Education, 4 (2), pp. 193-212.

PENGER, S., ZNIDARSIC, J AND DIMOVSKI, V. (2010), Experiential Learning and Management Education: Empirical Research and Implications for Practice in Higher Education in Slovania, Paper presented at the EABR and ETLC Conference, Dublin, Ireland.

ROGERS, A. (1996), Teaching Adults, 2nd Edition, Buckingham: Open University Press.

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WOOLCOCK, N. (2010), School-leavers and graduates are lacking basic skills, says survey, available on-line at: http://www. timesonline.co.uk/tol/news/uk/article7128366.ece, access on 10 January, 2011.

YORKE, M. (2011), Work-engaged learning: towards a paradigm shift in assessment, Quality in Higher Education, 17 (1), pp.117-130.