2:30-5:00 p.m., April 19, 2005
Mary Gates Commons
Kunkels (2002) Consulting Learning approach is analyzed from a personal and experimental viewpoint. In the first section, the author discusses the benefits and drawbacks he has experienced in using this method in undergraduate and graduate management courses in leadership, negotiations, and organizational behavior. In the second section, the author discusses two studies that were conducted to examine whether adopting a consulting learning approach resulted in greater student retention of the subject matter. The results demonstrate that a combination of consulting learning with a "traditional" class yields the greatest amount of retention.
The empirical section of this study was conducted with students in a Leadership and Decision Making class. I had two sections of this class and was able to teach one class with a 'traditional' approach and one using the 'consultant learning' approach (i.e., students decide what projects they want to work on and many times design their own....it is an active learning approach to learning...theoretically this should lead to greater retention since the students are working on projects they choose and enjoy and can apply to their personal/professional life).
Consulting learning by itself did not lead to greater student retention. A follow-up study demonstrated the greatest amount of student learning/retention when a combination of consultant learning was used with a traditional classroom format.