Abstract:

Experiential learning and active learning are two manners of ‘learning by doing’, and they have become relatively well implemented from an individual perspective. One of the advantages to an active learning perspective is promoting the development of lifelong learning skills. Typically, customers will not approach a marketer for what is already an off-the-shelf solution, they will deal with a known question with an unknown answer, or multiple answers dependent on several criteria.

Teaching of neuromarketing to students can make use of simulation-based laboratories. Outcomes have improved when classroom teaching is supported by laboratory experiments following the ‘learning by doing’ paradigm, but academic directors have argued that neuromarketing experiments are limited, delicate, and very expensive to set up and maintain. Additionally, students have different learning style preferences and professors should consider their teaching style preferences; given the variability in the ages of students between Millennials and Centennials, evidence about the role of the generational cohort on the relationships between students and professors are of relevance.

Despite the growing literature addressing the impacts of engagement in the classroom upon the lives and development of students, there is little research for similarly situated students in Higher Education environments.

Within the context of a for-profit virtual university, this paper is aimed to describe a spiral dynamics model for understanding certain pedagogical processes at virtual universities. Spiral Dynamics as a biopsychosocial system theoretical framework is used to guide the design and analysis, employing a system of hierarchical worldviews in order to contextually capture simple to complex cognitive changes and capacities of Millennials and Centennials. This paper aims: (1) to propose a mix of pedagogical actions developing an experiment into a laboratory activity, and (2) to describe the relationship between learning style preferences and the development of neuromarketing courses on the perceptions of Millennials and Centennials students. Focusing on the differences between student preferences, we applied a methodology based on a case study. A survey was given to students to assess whether the generational component has an impact on their academic outcomes. The findings suggest that there is not a difference between Millennials and Centennials students but there is some particularity within individuals.

The outline of this paper is as follows: first, a section is devoted to the introduction and justifications related to this paper. Second, we describe the background regarding spiral dynamics, views from millennials and centennials, and experiential learning in Higher Education. Third, a methodology for understanding these actions in the classroom is exposed in this research. Fourth, a brief discussion of the results is carried out and finally, a detailed section is devoted to the conclusions, limitations, and implications in the classroom. Following this, theory of spiral dynamics and relational development in the classroom is discussed, and experiences are highlighted.

Keywords:

Learning, Millennials, Centennials, Spiral Dynamics, Higher Education.