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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.

The article suggests an original, conceptual framework for experiential learning that draws on both scholarly and experimental management.

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.

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.

This article suggests an array of interdisciplinary applications for the principles of experiential learning.

This paper suggests an original context for our initial EABIS Experiential Learning symposium and the articles that came from it.

The purpose of this paper is to discuss educational technologies that meet modern requirements for training and retraining managers. The authors demonstrate the potential of interactive learning technologies in the development of independent thinking of graduates as an example of implementation of Graduate School of Management (GSOM), St Petersburg University, educational programs.

The data in this paper are drawn from a survey by the authors in 2010 of students attending the programs for executives in GSOM (n=49).

The survey reported that intellectual competitions contribute to achieving independence of participants thinking. The most popular intellectual competitions methods are panel discussion (first place); simulation games with varying roles (team‐consultant and team‐client) and case studies (second place), and modeling professional situations with limited information in writing and calculations (third place).

It would be valuable to explore similar questions with a larger sample of program participants as well, as it would be valuable to gather longitudinal data to explore how students’ preferences regarding intellectual competitions methods change, and why.

The authors prove the feasibility of intellectual competition as the technology of training, oriented to the development of independent thinking and creativity of executives and describe the experience of using this technology in business education.

The main purpose of the paper is to assess and suggest the ways and means to enhance a collaborative knowledge sharing culture in academic institutions, with special reference to information technology (IT)‐related education in the Management Faculty of the University of Pune.

The research is descriptive and empirical in nature because the primary data were collected using the survey method through fact finding techniques such as questionnaire and interview. The main purpose of this research is to obtain information concerning the current status of the phenomena to describe “what exists” with respect to variables or conditions in a situation.

The sustainability of any industry is closely linked to the manpower talent made available by the academic institutions. Therefore in order to service the needs of the industry in tune with rapidly changing trends, academic institutions have to implement innovative learning systems and be able to match up to the expectations of the industry for knowledge support. Collaborative knowledge sharing links the learning and knowledge processes to enhance organizational learning. The knowledge grows more with communication, sharing of ideas and transfer of knowledge through face‐to‐face communication, discussions, faculty development programs, industry‐institute interactions. Academic institutions should align their human resource strategies, practices and processes in such a way that collaborative knowledge sharing becomes a part of the work culture and overcome the barriers to knowledge sharing. There is need to develop systems that can recognize and reward the efforts of employees who share their knowledge. This can empower collaborative knowledge sharing culture in an academic institute.

In the same context as the practical implications of the paper, it is also appropriate and important to study further how, and to what extent collaborative knowledge improves the performance of the academic institutes. Also, the impact of collaborative knowledge sharing on the quality of higher education.

The recommendations in this paper focus on factors influencing collaborative knowledge sharing culture and also the practices of collaborative knowledge sharing to enhance organizational learning in an academic institute.

This paper contributes original empirical data on the collaborative knowledge sharing strategy to enhance organizational learning.

The purpose of this paper is to examine why theatre‐business links are relevant to management. The focus is on two types of links: using theatre techniques as a training method for managers, and using corporate theatre as a change management tool. The paper seeks to share an experience and tries to explicate the processes involved in order to explain the success of these two kinds of courses, both training theatre and corporate theatre (specifically, action theatre in this case).

This is a case study. Theatre has been taught for ten years at the Grenoble Graduate School of Business under the author's responsibility, and also the corporate theatre method is taught to initial students and to continuing training managers. This paper is based on those teaching experiences. To explain the relevance of both of theatre as a training tool and corporate theatre as a management tool, the author relates to both theories of body memory from neuroscientists and to the catharsis phenomenon.

The goal was to make hypotheses from the above theories which explain the process that takes place inside the manager undergoing training and to open further research.

Main limitations come from the lack of established empirical and relevant measures of the effects of such theatre processes on participants’ management abilities and from the lack of tools to measure the long‐term effects of theatre.

The most important implication is that practitioners could make more relevant use of such techniques when designing training sessions or utilizing corporate theatre interventions.

Social implications come from how the “human” face of theatre can help the personal development of managers, improving or changing their views on the world and other people.

Although theatre and business links are more than 20 years old, nobody has previously tried to understand the inner processes involved.

The purpose of this paper is to contextualize the potential contribution that experiential learning and a learner-centred pedagogical approach may have when aiming to embed sustainability-focused and corporate social responsibility issues in businesses throughout the core curriculum targetted at international cohorts of undergraduate management students.

A new conceptual framework for experiential learning that draws on both scholarly and experimental learning. Using learner-centred learning, the approach aims to engage each student to act both as a learner and a mentor, thus empowering them into enhancing their own and the overall class’ learning experience.

Applying the diversity of students’ individual cultural mindsets to analyse and critically evaluate some of the current most pressing organizational and national/international dilemmas in sustainability. The preliminary outcomes seem to indicate that this approach enriches the students’ learning experience and motivates them to become reflective practitioners and sustainability-focused leaders in their future organizational roles.

A framework for an empirical mapping of this important area of teaching and learning (T & L) aimed at a highly international body of undergraduate management students. This is currently under-represented in academic writing and practice, as most of the comparable situations so far mainly address post-graduate cases and do not reflect on the international diversity of the student body.

This research reflects on the importance of embedding diverse views on the same issues based on different cultural and socio-economic perspectives, and therefore it brings value to the students’ experience in view of enhancing their global and international human relations awareness and negotiation skills in view of more meaningful sustainability-focused plans and actions.

Students become aware of differences in needs, resources, cultural perceptions, business standards, practices and policies in place in different countries, and they will be committed to embedding sustainability issues in their future life as business practitioners and will be able to ensure the most appropriate business responses to a planet and humanity under pressure.

A rather innovative T & L approach to embed sustainability issues in undergraduate management students training in a highly international context. This is currently under-represented in academic writing and practice, in spite of the numerous programmes that nowadays bring students from all over the world to study together at higher education/university undergraduate level.

Managers’ willingness to proceed with right action can be diminished by the need for approval and feeling the negative emotions that often accompany ethical challenges. This paper seeks to describe Balanced Experiential Inquiry (BEI), a learning activity designed to help managers develop sustained moral performance.

Using their past experiences for reflective learning, managers engage in BEI to understand what promotes and curtails their ability to respond to ethical issues.

A field study showed that managers engaging in BEI perceived less need for praise from others and experienced a reduction in negative emotions.

Future research evaluating BEI should use a control group, diverse sample, and a longitudinal design that tracks outcomes over time.

Application of BEI is a promising mechanism to help organizations bolster managers’ internal desires to stay on an ethical decision‐making path.

The paper shows that shared reflection and dialogue are needed to help foster responsibility and build ethical strength in organizational settings.

The purpose of this paper is to explore the use of simulations in strategy teaching. The authors’ conceptualization is built upon the benefits and limitations of simulations by establishing a link between the skills required to be a competent manager and the capacity of simulations to develop them.

Using deductive theory building, the authors pinpoint the shortcomings of simulations, and offer a framework categorizing managerial skill development using simulations to teach strategic management.

The authors propose a new perspective on the use of simulations to teach strategic management by elaborating on their effectiveness in developing soft skills related to social issues often overlooked in simulations’ learning outcomes. The framework provides propositions concerning the ability of simulations to develop both soft (societal and human) and hard skills (technical and conceptual) needed by managers.

Literature shows that computer‐based platforms significantly increase the learning process. While such tools are widely used in teaching hard skills for decision making, they are relatively absent from teaching soft skills for decision making. Future studies should empirically explore the extent to which computer‐based platforms help cultivate soft skills.

Simulations are one of the most praised learning tools by management students. MBA administrators and strategy instructors would benefit from improved simulations that take into account the social environment surrounding managers. Expanded simulations, then, might lead to better preparation of management candidates for their tasks. In addition, simulation developers may find guidance in the authors’ conceptualizations to construct more effective teaching aids.

Contrary to the mainstream literature that focuses on hard‐skill development through simulations, this study calls attention to simulations’ capacity to foster the soft‐skills required to be a competent manager.

The purpose of this paper is to draw on empirical data from two major organisations (IBM and HSBC) to offer insight on the question of the effectiveness and potential value of experiential learning approaches to developing the mindsets and skills needed by organisational leaders as they respond to the pressures and opportunities of sustainability.

The data in this paper are drawn from semi‐structured interviews with previous programme participants in IBM's Corporate Service Corps and HSBC's Climate Champions Programme.

Interviewees reported that the learning programmes had a powerful impact and that a range of outcomes was achieved. The experiential, immersive experience was a fundamental factor in the achievement of these outcomes, from the perspective of participants, but only alongside a number of other key aspects of the design and facilitation of the programme, and also a number of factors related to the wider organisational context.

It would be valuable to explore similar questions with a larger sample of programme participants, and also to explore variations across a wider number of organisations. Similarly, it would be valuable to gather longitudinal data to explore how the perspectives of participants on the impact of these learning programmes vary over time.

The findings lend weight to arguments that those involved in management development might usefully give more consideration of the potential value of experiential learning approaches. The findings also suggest that appropriate consideration be given to a number of other design and facilitation factors, as well as the scope for influencing a range of relevant factors in the wider organisational context.

This paper contributes original empirical data on the effectiveness and potential value of experiential learning approaches.

The purpose of this paper is to present the authors’ approach to managerial experiential learning, sustainable executive performance (SEP) and attempt to situate the concept within the business, societal, and managerial development context. SEP focuses on whole person mastery, particularly physiological and physiological‐psychological elements which are largely ignored in management education.

The narrative is based on several custom and executive MBA program implementations over the past 18 months within a leading global business school. In total, SEP has been delivered to over 500 senior managers in leading multinational companies. Such program experiences are backed up by the relevant literature in the field and wider executive education experiences over the past ten years.

The authors present SEP in the form of the experiential action learning cycle employed during its delivery. The stages of awareness, legitimacy and action provide insight to the evolution, supporting literature and content of the program.

Although the core content of the SEP program builds on existing work, the authors believe the trans‐disciplinary and integrative approach taken to be highly unique in management education on a global scale.