Published Online:https://doi.org/10.5465/amle.2018.0335

To support the types of learning outcomes that management students need in today’s organizations, business schools increasingly call for faculty to engage in experiential pedagogy. However, teaching practices that are consistent with experiential pedagogy deliberately engage students’ emotions and may breach expected teaching norms. We discuss what we believe are the unaddressed moral responsibilities of business schools that advocate for and embed experiential pedagogy in their programs. We frame business schools’ experiential pedagogy advocacy as an explicit moral duty (Hosmer, 1995), arguing that a dilemma exists in encouraging experiential-teaching approaches without knowing how faculty use them and what student safeguards are in place. Drawing on Nicolini’s (2012) practice theory, we describe experiential pedagogy as teaching practices, structures, and rules that would benefit from community-based standards. We conclude with recommendations for crafting an experiential-teaching community of practice, delineating important research questions by which to develop this community.

REFERENCES

  • Seminars, A. A. C. S. B. (n.d.). Art and Science of Teaching: Asia Seminar. Retrieved from https://www.aacsb.edu/events/seminars/art-and-science-of-teaching-asia Google Scholar
  • Adams, S., & Buono, T. 2011. Gauging personal reaction to change: A classroom exercise. Paper presented at the Academy of Management, San Antonio, TX. Google Scholar
  • Barkacs, L. L., & Barkacs, C. B. 2017. Budget time: A gender-based negotiation simulation. Journal of Management Education, 41(1): 56–93. Google Scholar
  • Bolman, L. G., & Deal, T. E. 1979. A simple—but powerful—power simulation. Exchange: The Organizational Behavior Teaching Journal, 4(1): 38-42. Google Scholar
  • Bolman, L., & Deal, T. E. 2017a. Power and the power simulation: Then and now. Journal of Management Education, 41(5): 627–633. Google Scholar
  • Bolman, L., & Deal, T. E. 2017b. Republication of “A simple—but powerful—power simulation. Journal of Management Education, 41(5): 634–642. Google Scholar
  • Booker, K. C. 2008. The role of instructors and peers in establishing classroom community. Journal of Instructional Psychology, 35(1): 1–12. Google Scholar
  • Bowen, S. 2005. Engaged learning: Are we all on the same page? Peer Review, A Publication of the AAC&U, 7(2): https://www.aacu.org/publications-research/periodicals/engaged-learning-are-we-all-same-page. Google Scholar
  • Bradford, D. L. 2019. Ethical issues in experiential learning. Journal of Management Education, 43(1): 89–98. Google Scholar
  • Brown, J. S., & Duguid, P. 1991. Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1): 40–57. Google Scholar
  • Bruni-Bossio, V., & Willness, C. 2016. The ‘Kobayashi Maru’ meeting: High fidelity experiential learning. Journal of Management Education, 40(5): 619–647. Google Scholar
  • Chappell, S., & Thomas, D. 2019. The shadow side of teaching classroom as organization. Journal of Management Education, 43(4): 461–470. Google Scholar
  • Chickering, A. W., & Reisser, L. 1993. Education and identity (2nd ed.), San Francisco: Jossey-Bass. Google Scholar
  • Coldron, J., & Smith, R. 1999. Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6): 711–726. Google Scholar
  • Delaney, J. 2015. Dean's corner: Reaching Millennials and Gen Xers in the classroom. Retrieved from https://www.aacsb.edu/blog/2015/june/reaching-millennials-and-gen-xers-in-the-classroom Google Scholar
  • Dewey, J. 1938. Experience & education. New York: Collier. Google Scholar
  • Dunsmoor, J. E., Murty, V. P., Davachi, L., & Phelps, E. A. 2015. Emotional learning selectively and retroactively strengthens memories for related events. Nature, 520(7547): 345–348. Google Scholar
  • Edelson, S. A., Lo, K. D., Nelson, T., Stark, G., Stratton, M. T., & van Esch, C. 2018. From the shadow of overconfidence into the light of humility: Reflections on experiential learning activities gone awry. Journal of Management Education, 43(2): 200–211. Google Scholar
  • Edmondson, A. C. 1999. Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2): 350–383. Google Scholar
  • Fornaciari, C. J., & Lund Dean, K. 2005. Experiencing organizational work design: Beyond Hackman and Oldham. Journal of Management Education, 29(4): 631–653. Google Scholar
  • Gallup & Purdue University 2015. The Gallup–Purdue Index 2015 Report. Retrieved from http://www.gallup.com/services/185924/gallup-purdue-index-2015-report.aspx Google Scholar
  • Global Business School Network. 2018. GBSN Experiential Learning Advisory Group. Google Scholar
  • Hosmer, L. T. 1995. Trust: The connecting link between organizational theory and philosophical ethics. Academy of Management Review, 20(2): 379–403.LinkGoogle Scholar
  • Ibarra, H. 1999. Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44(4): 764–791. Google Scholar
  • Keith-Spiegel, P., Whitley, B. E., Jr., Ware Balogh, D., Perkins, D. V., & Wittig, A. F. 2002. The ethics of teaching: A casebook (2nd Ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Google Scholar
  • Kirschner, P. A., Sweller, J., & Clark, R. E. 2006. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2): 75–86. Google Scholar
  • Kolb, A. Y., & Kolb, D. A. 2009. Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. ArmstrongC. V. Fukami (Eds.), The Sage handbook of management learning, education and development: 42–68. London: Sage. Google Scholar
  • Kuh, G. D., Gonyea, R. M., & Williams, J. M. 2005. What students expect from college and what they get. In T. MillerB. E. BenderJ. H. Schuh (Eds.), Promoting reasonable expectations: Aligning student and institutional views of the college experience: 34–64. San Francisco: Jossey-Bass. Google Scholar
  • Landrum, N. E. 2001. My friend Morgan: An exercise in ethics. Journal of Management Education, 25(5): 606–616. Google Scholar
  • Lave, J., & Wenger, E. 1991. Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Google Scholar
  • Lund Dean, K., & Jolly, J. P. 2012. Student identity, disengagement, and learning. Academy of Management Learning & Education, 11(2): 228–243.LinkGoogle Scholar
  • Lund Dean, K., & Wright, S. L. 2017. Embedding engaged learning in high enrollment lecture-based classes. Higher Education: The International Journal of Higher Education Research, 74(4): 651–668. Google Scholar
  • Marx, R. D., Garcia, J. E., Butterfield, D. A., Kappen, J. A., & Baldwin, T. T. 2016. Isn’t it time we did something about the lack of teaching preparation in business doctoral programs? Journal of Management Education, 40(5): 489–515. Google Scholar
  • National Association of Colleges and Employers. 2015. Class of 2015 Student Survey. Retrieved from http://www.naceweb.org/surveys/student.aspx Google Scholar
  • National Survey of Student Engagement. 2017. NSSE Annual Results 2017 & Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Retrieved from Indiana University, http://nsse.indiana.edu/html/annual_results.cfm Google Scholar
  • Ng, K. Y., Van Dyne, L., & Ang, S. 2009. From experience to experiential learning: Cultural intelligence as a learning capacility for global leader development. Academy of Management Learning & Education, 8(4): 511–526.LinkGoogle Scholar
  • Nicolini, D. 2012. Practice Theory, work & organization: An introduction. Oxford, UK: Oxford University Press. Google Scholar
  • Nissley, N. 2002. Arts-based learning in management education. In C. Wankel & R. De Fillippi (Eds.), Rethinking management education for the 21st century (Vol. Research in Management Education & Development: 27–62). Greenwich, CT: Information Age. Google Scholar
  • Nissley, N. 2010. Arts-based learning at work: Economic downturns, innovation upturns, and the emiment practicality of arts in business. The Journal of Business Strategy, 31(4): 8–20. Google Scholar
  • Orlikowski, W. J. 2002. Knowing in practice: Enacting a collective capability in distributed organizing. Organization Science, 13(3): 249–273. Google Scholar
  • Reckwith, A. 2002. Toward a theory of social practices: A development in culturist theorizing. European Journal of Social Theory, 5(2): 243–263. Google Scholar
  • Rodgers, C. 2002. Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4): 842–866. Google Scholar
  • Sandberg, J., & Pinnington, A. H. 2009. Professional competence as ways of being: An existential ontological perspective. Journal of Management Studies, 46: 1138–1170. Google Scholar
  • Schatzki, T. R. 2005. Peripheral vision: The sites of organizations. Organization Studies, 26(3): 465–484. Google Scholar
  • Schmidt, H. G., Loyens, S. M. M., Van Gog, T., & Paas, F. 2007. Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2): 91–97. Google Scholar
  • Shapiro, S. P. 1987. The social control of impersonal trust. American Journal of Sociology, 93(3): 623–658. Google Scholar
  • Stewart, T. L., LaDuke, J. R., Bracht, C., Sweet, B. A. M., & Gamarel, K. E. 2003. Do the “eyes” have it? A program evaluation of Jane Elliott’s “Blue-eyes/Brown-eyes” diversity training exercise. Journal of Applied Social Psychology, 33(9): 1898–1921. Google Scholar
  • Taras, D., & Steel, P. 2007. We provoked business students to unionize: Using deception to prove an IR point. British Journal of Industrial Relations, 45(1): 178–198. Google Scholar
  • Taylor, V. F. 2018. Afraid of the deep: Reflections and analysis of a role-play exercise gone wrong. Journal of Management Education, 42(6): 772–782. Google Scholar
  • Weick, K. E. 1995. Sensemaking in organizations. Thousand Oaks, CA: Sage. Google Scholar
  • Welsh, M. A., & Dehler, G. E. 2012. Combining critical reflection and design thinking to develop integrative learners. Journal of Management Education, 37(6): 771–802. Google Scholar
  • Wenger, E. 1998. Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press. Google Scholar
  • Whetten, D. A., & Cameron, K. 2012. Developing management skills. Upper Saddle River: Pearson Prentice-Hall. Google Scholar
  • Whittington, R. 2006. Completing the practice turn in strategy research. Organization Studies, 27(5): 613–634. Google Scholar
  • Wooten, A. G., & McCroskey, J. C. 1996. Student trust of teacher as a function of socio‐communicative style of teacher and socio‐communicative orientation of student. Communication Research Reports, 13(1): 94–100. Google Scholar
  • Wright, S. L., Forray, J. M., & Lund Dean, K. 2019. From advocacy to accountability in experiential learning practices. Management Learning, 50(3): 261–281. Google Scholar
Academy of Management
  Academy of Management
  555 Pleasantville Road, Suite N200
  Briarcliff Manor, NY 10510-8020, USA
  Phone: +1 (914) 326-1800
  Fax: +1 (914) 326-1900