BRING THE REAL WORLD INTO THE CLASSROOM Developments in Business Simulation & Experiential Exercises, Volume 15, 1988 239 BRING THE REAL WORLD INTO THE CLASSROOM Bob E. Smiley, Indiana State University ABSTRACT Teaching mist change. The feet tire and test methods of years past are being questioned at all Levels. Suggest inns of new arid better methods have been made by many including Lebrenz (1980), Smiley (1980) and Thistlethwaite (1982). In a follow up study, reported by Smiley 1982). it was Found that the students had found the hands on type educational experience to be, in their opinion, a much more enjoyable method which, for them, aided greater learning. This paper reports on an experiential learning application of those ideas of bringing the outside world into the classroom. Background For many years, the methods of teaching in most courses have not changed. The student is required to at tend the classroom and listen to lectures on the subject of study, read a text book, work problems and demonstrate a level of knowledge on exams. This method is defended by t has who advocate it as the best method of disseminating a lot at information is a lot or students in a short period of time. There is no argument with this if the class size is very large and the time is limited. But, if the class is of a reasonable size, fifty or less, there is a better and more interesting method available. One of the reading business writers arid critics, Tom Peters has suggested that this style u! Leaching rind the lack of true business experience by the instructors, is limiting the true learning being done in the bus mess schools of our nation. He in fact says that “a grade of F is too kind for the business schools.” (Peters 1987) The Real World Project The method, here referred to is one of bringing projects from the outside world into the classroom. This is done in the hard sciences on a regular bases. Chemistry classes work in the lab and produced various products from the base chemicals. The biology students study life forms and dissect small animals to provide a clearer understanding of the material studied. Why then, can we not make it a practice to bring the ‘live specimens’ into the business classroom? The answer is, WE CAN! The Method For a number of years, the author has solicited projects, fitting the subject being studied, to be accomplished by the students as a part of the course. This included research projects for local firms who needed market research and promotion plans for firms who needed help with their promotion. This has provided new interest and enthusiasm for the students and professor alike. To illustrate, an example will demonstrate the method. In 1987, an art gallery needed help in both research and promotion. The direct ors were concerned that the attendance to the gallery was lower than they desired. In spite of specific showings, which were considered of great interest and worth to the community, people just were not taking advantage of this free service. Some of the hypothesis included a lack of awareness or both the gallery, its shows and its location. Actions had been started to correct these problems. The class began the project by visiting the gallery and having a guided tour by the director of the gallery. He explained the history of the gallery and the holdings. This helped the class understand the product of interest for the project. A member of the board of directors of the gallery who owns a promotion firm was designated the representative or the hoard for regular contact. He attended the class once a week on a regular schedule to review the work of the class and to answer questions, After the v is it to t he gallery and the first classroom visit by the client, a questionnaire was developed, by the class, to test the hypotheses of: 1. People of the area are not aware of the gallery. 2. People of the area do not know the location or the gallery. 3. People of the area are not interested in art. 4. People of the area are all welcome in the gallery. In order that these hypotheses could be tested, a survey was conducted by the students in the promotion class. They used random intercept selection with quotas for the most heavily traveled areas of the community. To these responses was added a random phone survey of the city where the gallery was located. The results of the survey indicated that a significant number of those responding were aware of the gallery (72%). Thus, hypothesis I was false. To test the question of knowledge of the location, the respondents were asked to direct the student to the gallery and, of those aware of the gallery, 76% gave acceptable directions. Thus, hypothesis 2 was found to be raise. It test the level Developments in Business Simulation & Experiential Exercises, Volume 15, 1988 240 of’ interest in art the respondents were asked how many times they had actually visited a gallery in the past year. Forty six percent indicated at least one visit to a gallery somewhere within the past year. Hypothesis 3 was then shown to be false. The testing of hypothesis 4, all welcome in the gallery, was addressed by asking the respondent for estimates of the kind of person who attended the gallery, their estimates of average income Levels and general comments. A small but alarming number of those surveyed indicated that they saw the gallery as a private club for the elite of the area where they gave lip service to the public being welcome, but. that they just didn’t feel welcome. Thus, hypothesis 4 is also found false. The promotion project then became one of not just creating awareness of the gallery, hut really one of making people aware of their welcome to the gallery and one of making the community aware of the events taking place Some of the suggested activities for the gallery management to use to accomplish their goals were to: 1. Actively promote-. the shows of the gallery. 2. Actually purchase advertising instead of depending on the free time and space available through the broadcast and print media. 3. Take the art to the people by having showings in the shopping areas of the community. 4. Redo the entrance to the gallery to make it inviting. While these were the primary recommendations of the students in their report, many others were provided. The members of the management of the board are now reviewing and considering their next step with the benefit of the results of this classroom project. SUMMARY AND CONCLUSIONS The young mind is a wealth of knowledge and is unbiased in most instances. The student becomes enthused and puts mammoth amounts of effort into these “real world” problems which leads to greater learning and applications of the principles as well as greater satisfaction with the course in general. As has been shown with most classroom use of experiential exercises, this too requires a large amount of work y the instructor. However, the increased learning and satisfaction plus the social benefit to the civic organization and the community, when the project is actually utilized, make it all worth the effort. REFERENCES 1. Lebrenz, Gene, “Business Consulting: A Practicum for Undergraduates,” Developments in Business Simulation & Experiential Exercises, Vol. 9, The Proceedings of the Ninth Annual conference of the Association for Business Simulation and Experiential Learning, 1982, p. 60. 2. Peters, Tom, “Our nations business schools have much to learn – but will they?” In Chicago Tribune, April 27, 1987, sec. 4, p. 12, col. 1/ 3. Smiley, Rob E., “Toward the Ultimate Experiential Exercise” Experiential Learning Enters the 80’s, Col 7, The Proceedings of the Seventh Annual Conference of the Association for Business Simulation and Experiential Learning, 1980, p. 26. 4. __________________, “Toward the Ultimate Experiential Exercise: The Student View,” Developments in Business Simulation & Experiential Exercises, Vol. 9, The Proceedings of the Ninth Annual conference of the Association for Business Simulation and Experiential Learning, 1982, p. 140. 5. Thistlethwaite, Paul C. “A Personal Marketing Strategy Approach: Framework and Application,” Insights Into Experiential Pedagogy, Vol 6., Proceedings of the Sixth Annual Conference of the Association for Business Simulation and Experiential Learning, 1979, p. 171. Table of Contents Volume 15, 1988 The Role of Experiential Knowledge and Human Information Processing in Decision Making A Semantic Differential Instrument to Evaluate Experiential Teaching Methods A Comparison of Two Approaches to Management Skill-Building in an Organizational Behavior Course: A Replication Integrating Simulations: A Model for Business Policy Success Capstone Renaissance = Simulation + Interaction + DSS A Hybrid Method of Executing a Management Simulation: Combining the Best of Mainframes and Microcomputers Providing an Experiential Dimension to Cost/Managerial Accounting Courses Utilization of Computerized Tax Research Services in the Tax Research Curriculum Using and Expert System Based Decision Aid in Accounting Information Systems Event-Extended Entity-Relationship Diagrams for Understanding Simulation Model Structure and Function Multiple Objectives in the Development of the Gordon Macro Game A Comparative Study of Strategic Performance Factors in Actual and Simulated Business Environments An Empirical Investigation of Integrated Spatial-Proximity MCDM-Behavioral Problem Solving Technology Group Decision models Computer Simulation of Human Interaction The Role of Experiential Learning and Simulation in Teaching Management Skills Expert Systems - The New Business Simulation Tool Integrating Prolog into and Undergraduate Logistics Course Simulating Material Requirements Planning on Lotus 1-2-3 Innovation in Management Education: The Impact of the AACSB Experiential Learning in the International Environment Educational Testing with the Microcomputer A Simulation of Investment Analysis, Portfolio Management and Reporting Using Lotus 1-2-3 The Use of an Expert System to Develop Strategic Scenarios Two Exercises for Teaching about Motivation Sex Roles and the Good Manager A Form and Process for Nonconfidential Peer Evaluations Simulation and the Recalcitrant Student Employee Rights-Student Rights: A Classroom Exercise Computer Simulated Competition: An Alternative to Team Play Management Simulation The Relationship of Locus of Control and Vividness of Imagination Measures to Simulation Performance Formal Planning, Simulation Team Performance, and Satisfaction: A Replication Experimental Analysis of Magnitude and Source of Students' Inequitable Classroom Perceptions in Three Reward Conditions Strategy Design, Process and Implementation in a Stable/Complex Environment: An Exploratory Study Matching a Strategy Simulation to the Business Policy Literature: A Black Box Approach to Simulation Development An Evolutionary Classroom Experiential and Computer Simulation Model of a Corporate Strategic Planning System Collective Bargaining in the City of Elson: A Public Sector Experience Should Students Play Games in Labor Relations? Applying Cognitive Educational Objectives to Business Management Cases Grading as a Teaching and Feedback Mechanism: Involving Students in the Grading Process Teaching Controversies: A New Approach to Computer-Assisted Instruction and Simulation Packages Simulating Demand in and Independent-Across-Firm Management Game Advertising Response in the Gold and Pray Algorithm: A Critical Assessment A Model for Pricing Decisions in First Period Marketing Simulation Games Jog Your Right Brain: An Exercise for the Classroom and for Research Six Thinking Hats: An Exercise to Combat Confusion and Develop Thinking Skills Communicating in Context: A Simulation for Learning Business Communication A Simulated Consulting Service for the Compete Marketing Simulation Game Action Exams in the Consumer Behavior Class Using Focus Groups to Teach Problem Definition in Basic Marketing Research The Use of Journals in Management Simulations: A Literature Review and an ABSEL Response An Initial Step Towards Developing and Using an Expert System with a Business Simulation Self-Managed Learning: An Experiential Course Design Using the QWL Paradigm A Review of Current Developments in Experiential Learning Bring the Real World into the Classroom Assessing Student Performance on a Business Simulation Experience Minimizing Startup Anxiety: Case Studies of Simulation Experiences A Tale of Two Shepards Or Using Simulation in a Class Without Walls Enhancing Business Simulations Through the Utilization of Experiential Activities Involving Local Community Executives Simulation with Integrated Spreadsheets: The Design and Development of a Conversational Marketing Concepts Decision Game Introducing INMART: An International Marketing Simulation Using a Computer-Based Business Plan Assistant in Conjunction with a Marketing Simulation Game Overview of the ABSEL Guide to Experiential Learning and Simulation Learning