Experiential Learning: Toward the Development of a Theoretical Base and the Identification of Variables and Hypotheses to Guide Research

Abstract

Both in their attempts to develop students’ analytical, problem-solving, and conceptual skills which have been cited as necessary for successful managerial careers [6] and in their desire to improve the effectiveness of their instructional efforts, Business Schools have developed (and borrowed) a variety of innovative instructional methods. Generally, these modifications in teaching method fall into the category of learner-based, participative techniques [see e.g., 3, 7, 11, 13]. One group of such innovations includes computerized simulations and/or business games of various types meant to stimulate a specific aspect of organizational functioning. A second category, the one of primary interest in this paper, includes role-playing, case studies, internships, field experience, problem-solving laboratories, and other various forms of experiential learning activities [1]. While shifts in the roles of learner and instructor vary in degree within different instructional settings, they do represent a definite departure from the primary role of arbiter, evaluator, and information transmitter given to instructors and that of passive information receiver, retriever, and recaller given to learners in the more traditional instructional settings which rely so heavily on the cognitive aspect of learning (i.e., lecture). It is obvious that more and more business curricula, instructors, and students are beginning to adopt the roles these participative instructional methods bring, as evidenced, for example, by the sheer volume and increase in both these types of instructional materials available and in reports of their use appearing in the literature.