University students enjoy experiential marketing education that involves live cases and competition projects. While empirical studies have focused on various marketing education disciplines, few have investigated live global competition projects in the integrated marketing communications discipline. This study explored the perspectives of Edith Cowan University undergraduate and postgraduate students who participated in the first global Google Online Marketing Challenge in April-May 2008 as an optional assessment in an integrated marketing communications unit, which is part of the Advertising and Public Relations majors in the School of Communications and Arts. Participation in the Challenge was analogous to Kolb’s experiential learning theory of experiencing, reflecting, thinking, and testing as students recruited clients, prepared strategies, monitored the live campaigns, reflected on results, constructed new activities, tested them, and experienced the ‘highs ’ and ‘lows ’ of the whole competition process. 13 of 17 participants returned the qualitative questionnaire. Data analysis uncovered concepts of “Reality”, “Challenge”, “Discovery”, and “Relationships ” that ultimately merged into a Relationship Triangle Model for Exhilarated Adult Group Learning Experience (RTM-EAGLE). Implications for theory, practice, and research are also discussed.

Abstract not found

Although Experiential Learning Theory originated in the work of Western scholars, many of their theoretical principles have a decidedly Eastern orientation. In this essay we draw out these Eastern principles of experiential learning and suggest an Eastern perspective on learning wholeness in one’s life and career based on an ontological approach to adult development that emphasizes existential ways of being in the here and now—centering, balance, harmony and flowing in the watercourse way.

Abstract. Using simulated environments for experiential learning gains a growing popularity in professional training. However, simulated context cannot capture the complexity of real world activities, hindering the adaptation to individual learning needs and real world experiences. On the other hand, there is a vast amount of user contributed content about real world activity which represents different viewpoints and contexts. Although this content can be a useful source for enriching the experiential learning experience in simulated environments, it has not been exploited to date. The main limitations are the poor structure and the lack of approaches to retrieve the knowledge nuggets embedded in the existing digital content (e.g. videos or user stories) and to relate them to the simulated context. The aim of this doctoral project is to develop a novel approach for capturing multi-perspective knowledge of job related activities from existing digital records and personal experiences. The proposed approach aims at extracting an advanced context model which will augment digital records of job activities with semantics, and will provide intelligent search to augment simulated context with real life experiences.

Higher Learning Education (HLE) fails to deliver undergraduates with employability skills that expert in Requirement Engineering. The objective of this research is to identify challenges in the current practice of teaching Software Engineering at the undergraduate level in Requirement Engineering. To that reason, the Project-Based Learning (PjBL) proposed as well as a mechanism for educators in their delivery to assist students in enhancing their skill. The skills enhanced from the elicitation process until the management of requirement which students can easily apply in their employability skills. Future work will discuss on the analysis of the weaknesses in the current Requirement Engineering practices.