A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses

Autor/inn/en	Dachner, Alison M.; Polin, Beth
Titel	A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses
Quelle	In: Journal of Management Education, 40 (2016) 2, S.121-151 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562915613589
Schlagwörter	Business Administration Education; Adult Students; Undergraduate Students; Adult Education; Young Adults; Andragogy; Classification; Student Development; College Instruction; Instructional Design; Learning Activities; Student Experience; Learning Experience; Classroom Techniques; Student Needs; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Young adult; Junger Erwachsener; Andragogics; Andragogik; Classification system; Klassifikation; Klassifikationssystem; Hochschullehre; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Studienerfahrung; Lernerfahrung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Management education research has provided educators with new instructional tools to improve course design and update the methods used in the classroom. In an effort to provide the typical undergraduate management student with the best possible learning experience and outcomes, it is important to recognize how and why these new activities benefit the student. To reach this goal, one must first understand that the traditional undergraduate management student, aged 18 to 25 years, is in a phase of life development referred to as emerging adulthood in which they are distinctly different from mature adults demographically, cognitively, emotionally, and socially. With this understanding, our research analyzes how each of the six assumptions of andragogy can be applied uniquely to the emerging adult undergraduate management student. We provide the management educator with a method for classifying the level of development of students along the focus areas of andragogy, general instructional design ideas for addressing those particular levels of development, and a number of specific activities identified in a review of "Journal of Management Education" articles with notes on the conditions under which activities will be most effective. Student learning experiences can be improved when course activities are designed more intentionally and meaningfully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01