Bridging Theory and Practice: The Pedagogical Value of Subject Competitions in Undergraduate Business Education

Ren You; Xinhe Fan; Chaofan Zhao

doi:10.62051/ijgem.v8n3.27

Authors

Ren You
Xinhe Fan
Chaofan Zhao

DOI:

https://doi.org/10.62051/ijgem.v8n3.27

Keywords:

Business education, Experiential learning, Pedagogy, Skill development, Subject competitions

Abstract

Traditional pedagogical models in undergraduate business education often face challenges in effectively bridging the gap between academic theory and real-world professional practice. This article examines the increasingly significant role of subject competitions—such as business case analyses, marketing challenges, and entrepreneurial startup contests—as a high-impact experiential learning tool. It posits that these competitions are not merely extracurricular activities but essential components of a modern, dynamic business curriculum. This paper provides a comprehensive analysis of how these competitions cultivate a synergistic blend of hard and soft skills crucial for graduate employability. It explores the development of analytical, financial modeling, and strategic planning skills, alongside critical soft competencies including teamwork, leadership, communication, and resilience under pressure. Furthermore, the article proposes a structured framework for the formal integration of competitions into the business curriculum, addressing potential challenges such as resource allocation, faculty workload, and ensuring equitable student access. The proposed model emphasizes faculty mentorship, process-oriented assessment rubrics, and co-curricular support systems to maximize learning outcomes over the singular goal of winning. By mapping the mechanics of competitions to established learning theories, such as Kolb's Experiential Learning Cycle, this paper argues for a paradigm shift where subject competitions are recognized as a core pedagogical strategy. The findings suggest that such integration can significantly enhance student engagement, deepen theoretical understanding, and produce graduates who are better prepared for the complexities of the contemporary global business environment. This article offers valuable insights for academic administrators, faculty, and curriculum designers seeking to innovate business education.

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