play the game: education for millennials and the time machine
TRANSCRIPT
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Play the Game: Education for Millennials and the Time Machine
Academy of Management 2015 Teaching and Learning Conference Dr. Jessica Di Bella Assistant Professor of Entrepreneurship and Startup Management
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Part I: Theory (15 min) § Millennials:
A closer look at Generation Y § Learning Theory:
New knowledge from neuroscience § Educational Trends:
Innovations and potentials for business schools
Part II: Activity (30 min) § Education for Millennials:
Brainstorming and ideation in teams
Part III: Presentations & Wrap-up (15 min)
Play the Game – An Interactive Working Session SCHEDULE
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recruitinggenerationy.com
§ People born between 1981 and 2000
§ Also referred to as:
- Internet/ Digital Generation - MTV Generation - Nintendo Generation - Echo Boomers - Nexters
Millennials = Generation Y INTRO
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Boston Consulting Group 2012
Millennials in the Eyes of Millennials INTRO
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Boston Consulting Group 2012
Millennials in the Eyes of Non-Millennials INTRO
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AGENDA Play the Game
① MILLENIALS: A Closer Look
② LEARNING: New Knowledge
③ EDUCATION: Potentials
④ ACTIVITY: Ideation
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Generation X
*1966-1979
Generation Z
*2001-today
Generation Y
*1980-2000
Baby Boomers *1946-1965
§ Intellectual renaissance, judgmental, narcissistic
§ Summer of love, civil rights
§ Stable families
§ Cautious, alienated, searching for self, revolutionary
§ Recession, AIDS, divorce
§ Family as conflict source
§ Well-educated, disciplined, friendly, competitive, open-minded, creative, curious, fun-loving
§ Digital age, terrorism, natural disasters, globalization
§ Strong family & community bonds
§ Connected, pluralistic, info seeking, tech-dependent, multi-tasking
§ Big data, ADHD
§ Interlinked communities
Cone 2006, PEW Research Center 2010
From Baby Boomers to XYZ MILLENNIALS
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Biemann 2013, Twenge et al. 2010
§ Generational effects: work-life balance (and extrinsic motivation)
§ Other factors: general trends (e.g. wealth), age effects
Baby Boomers Generation X Generation Y
Importance of intrinsic rewards 3.85 3.83 3.76
Altruistic motives 3.30 3.27 3.23
Importance of extrinsic rewards 2.63 2.90 2.81
Orientation towards leisure time 2.36 2.60 2.76
Longitudinal data: n = 16.507 in the US (1976, 1996, 2006)
Is it really a generational effect? MILLENNIALS
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AGENDA Play the Game
① MILLENIALS: A Closer Look
② LEARNING: New Knowledge
③ EDUCATION: Potentials
④ ACTIVITY: Ideation
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Caine & Caine 2012
Learning is physiological and driven by experiences
The brain is social and
prefers interaction
The brain processes parts
and wholes simultaneously
Learning involves
attention and perception
Learning involves
conscious and
unconscious processes
Learners are searching for meanings
Learning is
critical to
patterning
Learning is individual and
developmental
Body, Mind and Brain = One Unit
Learning Principles from Neuroscience LEARNING
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AGENDA Play the Game
① MILLENIALS: A Closer Look
② LEARNING: New Knowledge
③ EDUCATION: Potentials
④ ACTIVITY: Ideation
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Structured, systematic, reflective, meaningful, applicable, fun
§ Practical programs
§ Edutainment and gamification
§ Location-independent learning environments
Experiential, interactive, emotional, reflective, individual
§ Blended learning & team work
§ Educational “buffet”
§ Micro and macro feedback
§ Teach-the-teacher
Implications for Educational Approaches EDUCATION
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Complexity & Resources
Educators
Learners Self-knowledge & Competences
Lectures
Presentation of knowledge Story-telling
Talks
Presentation and discussion
of practical experiences
Case Studies
Application of theoretical
knowledge in practical cases
Simulations
Interactive development of single tasks or
sub-projects
Real Projects
Elaboration of real-life projects in teams and
implementation on the market
Formats in Management Education EDUCATION
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AGENDA Play the Game
① MILLENIALS: A Closer Look
② LEARNING: New Knowledge
③ EDUCATION: Potentials
④ ACTIVITY: Ideation
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Given the particularities and specific needs of Generation Y,
how could an appropriate educational approach
of business schools look like in the future?
Task for Group Work ACTIVITY
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Group Setting: Business School in 1815 ACTIVITY
© Universität Halle-Wittenberg
§ No modern technology
§ Humboldtian educational ideal (holistic academic education, science, freedom, seminars, laboratories)
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Understand 5 min
Ideate 15 min
Synthesize 10 min
= 30 min Pitch 1 min
Semi-Structured Ideation Process ACTIVITY
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Mock-up of a business school incl.
§ Brand
§ Programs
§ Audience
§ Staff & roles
§ Didactics
§ Time & space (e.g. campus)
§ Media
§ Processes of knowledge transfer
§ …
Outcome ACTIVITY
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Selected Results from Working Groups OUTRO
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§ A school of liberal arts
§ Teaching of classics (theology, philosophy, logics)
§ Diverse language courses
§ Exercises in debating and negotiations
§ Teaching of strategy with military roots
§ Studies take several years (no short-term studies)
§ Monthly oral exams
§ Extensive feedback/evaluations, monthly letters from masters
§ 3rd & 4th year of studies: apprenticeship (local and international), along the trade routes but with localization tendencies
Example: “The First Business School” OUTRO
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§ “Rembrandt model”: learning through imitation (e.g. through accompanying a more experienced mentor like managers or entrepreneurs), personal connection to role models
§ Socratic methods
§ Philosophical debates in small groups, thereby training of personal reflection and social responsibility
§ Learning through story-telling
§ Cultural learning, trips abroad, exchange programs
§ Profit-oriented but ethical
§ Small-group learning based on interests
Additional Ideas OUTRO
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Dr. Jessica Di Bella Assistant Professor of Entrepreneurship and Startup Management [email protected] www.ggs.de
Literature: Biemann, T. & Weckmüller, H. (2013). Generation Y: Viel Lärm um fast Nichts. PERSONALquarterly, 1/2013, 46-49. Boston Consulting Group (2012). The Millennial Consumer: Debunking Stereotypes. In: BCG Perspectives, April 16, 2002. Online: https://www.bcg.com/documents/file103894.pdf. Caine, R., Caine, G., McClintic, C and Klimek, K. (2008) (2nd. Ed.). The 12 Brain/Mind Learning Principles in Action. Thousand Oaks: Corwin Press. Cone (2006). The Cone 2006 Millennial Cause Study. Online: http://www.conecomm.com/2006- millennial-cause-study. Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs: Prentice-Hall. Lester, S. W./Standifer, R. L./Schultz, N. J./Windsor, J. M. (2012): Actual Versus Perceived Generational Differences at Work: An Empirical Examination. In: Journal of Leadership & Organizational Studies 19 (3), 341–354. PEW Research Center (2010). Millennials: A Portrait of Generation Next. Online: http://www.pewsocialtrends.org/files/2010/10/millennials-confident-connected-open-to- change.pdf.
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