000			02074nam a22001577a 4500
999			_c519094 _d519094
008			220127b ||||| |||| 00| 0 eng d
100			_aPage, Nadine C. et al _931988
245			_aBig need not be bad: A case study of experiential leadership development in different-sized classes
260			_aJournal of Management Education
300			_a45(3), Jun, 2021: p.360-386
520			_aHigher education classes have increased in size at a time of significant resource restrictions for universities. At the same time, employers are looking for graduates with relevant competencies and skills. This poses two key challenges: (1) how to design an experiential curriculum that produces significant skill development and (2) how to ensure that this program is scalable and effective in a large class context. In this case study, we describe the curriculum of a postgraduate experiential learning curriculum focused on leadership development, and report its effectiveness in developing leadership competencies in different-sized large classes. This case study demonstrates that effective large class experiential learning and leadership skills development is possible. We found comparable effectiveness across different-sized classes of up to 130 students. These results were achieved by combining experiential learning, intentional change theory, dedicated and experienced faculty coaches, feedback and coaching in small peer groups, and periodic self- and peer-evaluations. We observed that class size may differentially affect the effectiveness of experiential learning for leadership competency development at different stages of a course. Practical implications for course design and delivery are discussed, with a focus on the curriculum design elements that help make large class experiential learning impactful and manageable. – Reproduced
650			_aManagement education, Leadership development, Large classes, Experiential learning, growth mindset, Peer coaching _929323
773			_aJournal of Management Education
906			_aLEADERSHIP
942			_cAR