Abstract

Changes in preferred methods of learning among many students in recent years
have challenged educators to introduce more interactive and experiential teaching
methods. ‘Hot seating’ – where a person, such as an invited subject expert
is interviewed by an audience – is a well-established interactive method of
learning, but is often limited by availability of willing and suitable interviewees.
In this exploratory study, university business undergraduates were required to
interact with a lecturer-operated puppet representing a corporate client interviewee
in a simulated sales presentation. Reflective diaries were used to gain
insights into students’ perceptions of this teaching technique. Results suggest
that students: (i) gained practical business skills; (ii) were exposed to commercial
responsibilities and (iii) assimilated relevant academic theory. Benefits and
limitations of ‘hot seating through puppetry’ and its possible contribution to
teaching and learning in a variety of contexts are discussed, together with suggestions
for further research.