How do students conceptualise a “real world” learning environment: An empirical study of a financial trading room?

Sharma, Satish, Charity, Ian, Robson, Andrew and Lillystone, Simon (2018) How do students conceptualise a “real world” learning environment: An empirical study of a financial trading room? The International Journal of Management Education, 16 (3). pp. 541-557. ISSN 1472-8117

Full text not available from this repository.

Abstract

Universities are encouraging creativity in their learning and teaching provision and a key contributor to this agenda is the deployment of experiential learning. A particular example is the Bloomberg based financial trading room (FTR), deployed by a number of UK Business Schools which affords students with “hands-on” experience of working with real-time financial market information. This research investigates whether this intervention enhances the student learning experience through its simulation of financial market trading and whether these experiences helps students to link class-based financial theory with practice. A group of 222 undergraduate finance students completed a questionnaire focussing on their opinions of the FTR. An exploratory factor analysis identified six statistically related factors capturing student perception of Enhancement and Satisfaction, Networking, Relevance, Resistance, Proficiency and Product Creation. There are high levels of student agreement regarding the overall usefulness of the FTR in absolute terms and this is strongly associated with the factors Enhancement and Satisfaction and Product Creation. The identified student-held FTR perceptions can potentially inform future teaching practice and associated curricula, identifying the extent to which integration of theory takes place and the student perceived FTR value as an effective deliverer of experiential learning and enhanced preparedness for graduate employment.

Item Type:	Article
Uncontrolled Keywords:	Bloomberg; Financial trading room; Simulation; Financial management students; Experiential learning
Subjects:	N300 Finance X300 Academic studies in Education
Department:	Faculties > Business and Law > Newcastle Business School
Depositing User:	Paul Burns
Date Deposited:	13 Nov 2018 12:06
Last Modified:	19 Nov 2019 09:04
URI:	http://nrl.northumbria.ac.uk/id/eprint/36651

Downloads