Experiential Learning Process: Exploring Teaching and Learning of Strategic Management Framework through the Winter Survival Exercise

Abstract

This article examines an attempt to introduce experiential learning methods in a business strategy course. In organizational behavior and industrial/organizational psychology, experiential teaching methods have been so widely adopted that some authors have suggested dropping the distinction between experiential and traditional teaching. Although intuitively appealing, experiential methods have not yet become popular among professors teaching strategy to traditional-age undergraduate students. It seems that heavy reliance on case-based teaching has resulted in a lack of emphasis on experiential learning tools for strategic management. In this study, the Winter Survival Exercise was used to introduce, concisely and effectively, the strategic management framework to 97 traditional-age undergraduate strategic management students in three different sections over three semesters. Statistical analysis supported the efficacy of this teaching method. Implications for teaching business strategy using experiential methods as a complement to rather than a substitute for traditional case studies are discussed.

Keywords

Winter Survival Exercise strategic management teaching and learning experiential learning process case studies undergraduate students effectiveness of experiential exercises

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