Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and...

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Bibliographic Details
Published in:Higher education research and development 2003-05, Vol.22 (1), p.43-56
Main Authors: Blunsdon, Betsy, Reed, Ken, McNeil, Nicola, McEachern, Steven
Format: Article
Language:English
Subjects:
College Instruction
College Students
Data Analysis
Experiential Learning
Higher Education
International students
Learning processes
Management education
Organisational theories
Social Science Research
Social Sciences
Student attitudes
Student Satisfaction
Teaching methods
Theories
Theory Practice Relationship
University teaching
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Summary:This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students: ' enjoyed this way of learning; ' believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and ' felt that what they have learned could be applied elsewhere. We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.
ISSN:0729-4360
1469-8366
DOI:10.1080/0729436032000056544