• Margaret A Nolan Arcadia University School of Global Business
  • Raghu Kurthakoti Arcadia University, School of Global Business


Experiential Learning, Pedagogy, Cultural Intelligence



As pressure increases for business schools to prepare students for entry into the workplace, career readiness is expected to be a critical component of the educational process (Williams, Green & Diel, 2017). The Association to Advance Collegiate Schools of Business (AACSB) requires business schools to prepare students for the challenges faced by global economies, as part of the accreditation process (AACSB, Standard 9). Graduates from business programs need the knowledge, skills and abilities to perform effectively in intercultural and international environments (Mikhaylov, 2014).

The landscape of business is also changing. Organizations and their employees must think globally if they want to sustain themselves. A recent survey of potential employers for the Association of American Colleges and Universities by Hart Associates (2013) indicated that nearly 95% of the respondents acknowledged that intercultural skills play an important role in hiring decisions. There is an increasing need for managers to develop cross-cultural skills to be effective business professionals (Kurpis & Hunter, 2016). Organizations are finding the value in managers who are able to adapt to all different types of cultures and people (Clawson, 2014). Many employers would agree that business students who have had global experience tend to be more adaptable to change, and understand the complexities associated with working in a global work environment. Such confidence can lead to success when faced with obstacles, failures, or setbacks working in multi-cultural environments (Earley & Mosakowski, 2004). According to Ahn & Ettner (2013), an individual

Author Biographies

Margaret A Nolan, Arcadia University School of Global Business


School of Global Business

Raghu Kurthakoti, Arcadia University, School of Global Business

School of Global Business,

Assistant Professor of Marketing


Clawson, J.G. (2014). 11 key characteristics of a global business leader. University of Virginia Darden School of Business. Retrieved from

Hart Associates (2013).

Kumar, S., & Bhandarker, A. (2017). Experiential Learning and Its Relevance in Business School Curriculum. Developments in Business Simulation and Experiential Learning, 44(1), 244-51.

Kurpis, L.H & Hunter, J. (2016). Developing students

Mikhaylov, N. (2014). International business students

Nolan, M. A., & Kurthakoti, R. (2017). Experience Matters: The Differential Impact of Pedagogy on Students' Cultural Intelligence-An Exploratory Study. Journal of Higher Education Theory and Practice, 17(3), 103-12.

Van Dyne, L., Ang, S., & Koh, C. (2008). Development and validation of the CQS: the Cultural Intelligence Scale. In S. Ang & L. Van Dyne (Eds.), Handbook of cultural intelligence: Theory, measurement, and applications (pp. 16-38). Armonk, NY: M.E. Sharpe.

Williams, S. G., Green, R. F., & Diel, K. (2017). A Speed Networking Event: Allowing Business Students to Apply Classroom-Taught Professional Networking Skills in a Fast-Paced Setting. Developments in Business Simulation and Experiential Learning, 44(1), 40-43.