Experiential learning and management education

Abstract

Purpose -The main purpose of the article is to contextualise the potential contribution that experiential learning may offer to those engaged in academic and professional management development, pedagogy and education. It has consequences for a range of applications in this field from curriculum design and teaching to individual/personal development and the recruitment and retention of talent in professional and commercial organisations. Design/methodology/approach -The article suggests an original, conceptual framework for experiential learning that draws on both scholarly and experimental management. Findings -While under-represented in the scholarly pedagogy of management this article precedes a demonstration of an evidently powerful if methodologically challenging articles on a powerful approach to management development.Research limitations/implications -This article limits and delimits experiential learning theory and practice. It offers a framework for an empirical mapping of this important area of management practice which is currently under-represented in academic writing and practice. Practical implications -This article suggests an array of interdisciplinary applications for the principles of experiential learning. Originality/value -This paper suggests an original context for our initial EABIS Experiential Learning symposium and the articles that came from it.

Replicating the networking, mentoring and venture creation benefits of entrepreneurship centres on a shoestring

“…In response to this challenge, the literature has increasingly examined non-traditional, active, and experiential learning approaches to teaching entrepreneurship, in line with Kolb's (1984) experiential learning model. Some of these approaches include meeting with and interviewing entrepreneurs (Cornell et al, 2013), real-world enterprise placements (Refai and Thompson, 2015) composing mock business plans (Sherman et al, 2008), simulation exercises (Reid et al, 2012), incorporating realistic class exercises into courses (Solomon, 2008), case study workshops (Bevan and Kipka, 2012), and business consulting initiatives (Hynes and Richardson, 2007). The most commonly adopted experiential learning formats in business schools include team-building exercises, simulations, guest speakers and internships (Bevan and Kipka, 2012).…”

Developing the next generation of entrepreneurs: Giving students the opportunity to gain experience and thrive

“…Some educators have argued for the implementation of experiential approaches such as meeting and interviewing entrepreneurs, developing business plans, and attending entrepreneurship forums (Sherman et al, 2008), computer simulations, business visits, and relevant and realistic class exercises (Soloman, 2008). Other approaches have included social enterprise placements, case study workshops (Bevan and Kipka, 2012), and involvement in business consulting initiatives (Hynes and Richardson, 2007). Bevan and Kipka (2012) suggest that the most commonly adopted experiential learning formats in business schools include team building exercises, simulations, guest speakers and internships.…”

“…Other approaches have included social enterprise placements, case study workshops (Bevan and Kipka, 2012), and involvement in business consulting initiatives (Hynes and Richardson, 2007). Bevan and Kipka (2012) suggest that the most commonly adopted experiential learning formats in business schools include team building exercises, simulations, guest speakers and internships.…”

The fashion internship experience: identifying learning outcomes in preparing students for the ‘real world’

“…Students from numerous disciplines and career fields have gained valuable knowledge and personal growth through experiential learning methods. From the medical field (Sewchuk, 2005) to studies in leadership development (Bangs, 2011), management (Bevan & Kipka, 2012), marketing (Green & Farazmand, 2012), and family and consumer sciences (Ballard & Carroll, 2005), experiential learning has proven to be a positive influence on the professional development of college students.…”