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Drawing on experiential learning theory, this study seeks to understand how the perceived cultural difference in a foreign country and learning flexibility, which enables more integrated experiential learning from international experience, influence expatriates’ cultural intelligence (CQ) and consequently their adjustment and job performance.

Survey data were collected from 169 expatriates in China. Polynomial regression analyses were employed to test curvilinear relationships between cultural difference and CQ and between learning flexibility and CQ. Mediation hypotheses were tested either by the MEDCURVE procedure if a curvilinear relationship was confirmed or by the Haye’s Process procedure if a curvilinear relationship was not confirmed and instead a linear relationship was confirmed.

The results demonstrated a positive relationship between cultural difference and CQ and an inverted U-shape relationship between learning flexibility and CQ. CQ mediated the relationship between cultural difference and expatriate adjustment and partially mediated the relationship between learning flexibility and expatriate adjustment. CQ positively influenced expatriates’ job performance via expatriate adjustment.

Our findings suggest that companies should not hesitate to send expatriates on assignments to culturally very different countries and focus more attention on the selection of expatriates. The findings of this study suggest firms should choose candidates who are moderate or high in learning flexibility and could engage in integrated learning and specialized learning in a more balanced manner.

This research is the first study that examines the influence of learning flexibility on CQ and expatriate effectiveness. It examines cultural difference through the lens of experiential learning theory and argues that cultural difference constitutes “stimuli” in the experiential learning environment for individual learning in an international context. The results advance our knowledge of the role of experiential learning in developing capable global managers.

Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.

This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.

This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”

This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.

Co-creation experiences are psychologically complex phenomena. This chapter discusses how cognitive psychology can add value to the co-creation of experiences. There are different meanings of co-creation and here the focus is on the customer's mental experience. This chapter analyses the theoretical underpinnings of co-creation and discusses key dimensions of the concept from a cognitive perspective, highlighting the importance of attention and active involvement. Furthermore, it discusses how technologies (augmented reality, robotics, intelligence systems) can prompt experience co-creation. Finally, this chapter examines the literature of co-creation and experiential learning overlap in knowledge building. Opportunities for future empirical research in this area are suggested.

This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning.

The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use.

The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes.

This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Experiential learning is crucial in education, as it offers hands-on, practical experiences that enable individuals to develop their skills and knowledge more engagingly and interactively. In recent years, experiential learning has become a significant aspect of education. To provide academic scholars with a thorough roadmap for further investigation, this study aims to provide useful insights into the bibliometric and content analysis of experiential learning, including keywords, well-known authors, publications, nations and topics.

This research does a rigorous bibliometric analysis to give a thorough and visually instructional assessment of the evolution and advancement of the literature on experiential learning. Its fast development between 1976 and 2022 is meticulously tracked in the research. By using VOSviewer and Biblioshiny tools, the present study presents a concise overview of 507 records retrieved from the Scopus database using the keyword “Experiential Learning”, following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis protocol. Deeper text mining was done using Python libraries “Pandas” and “Natural Language Toolkit” and regular expressions.

The findings reveal a surge in the number of publications on experiential learning and provide insights, particularly using the theory, context, characteristics, methodology analysis, supporting researchers and practitioners to understand learning better and provide perspectives for future research. Descriptive bibliometric analysis showed that most contributions are from the USA, the UK and Canada. In-depth content analysis revealed five clusters: developments in learning, management education, engineering curricula, organisational learning and knowledge management and entrepreneurship education. The keyword co-occurrence analysis enabled linkages between relevant fields of study and significant research domains. The most commonly used theories were: experiential learning theory, social learning theory, relational coordination theory, empowerment theory, feedback learning theory, effectuation theory and human capital theory.

This study uses information from the Scopus database to do a bibliometric analysis of experiential learning from 1976 to 2022. This study serves as a valuable resource for researchers in the field, helping them to position their work more explicitly within the existing literature and highlighting potential areas for future research. It does this by thoroughly analysing the literature on experiential learning using bibliometrics.

This study aims to examine the moderating role of dimensions of brand authenticity (continuity, credibility, integrity and symbolism) in the relationship between evaluations of imperfect experiences and satisfaction within a service experience context. Building on prior research arguing for the subjective evaluation of service experiences as well as for the use of signals during dynamic experiences that build a shield to protect a brand, it assumes that service experiences range across a continuum of experiential perfection/imperfection.

Two Web-based surveys, one pilot (N = 231) and one main (N = 349) have been conducted. The survey methodology was complemented by a (moderated) structural equation modelling approach taken for the data analysis.

The findings indicate that imperfect experiences in a restaurant context have a negative influence on satisfaction. Brand continuity, credibility, integrity and symbolism authenticity weaken the negative relationship between imperfect experiences and satisfaction, but this effect seems to depend on the type of experiential imperfections.

The current study provides theoretical and preliminary empirical evidence explaining how dynamic interactions with customers can impact subsequent static experiences. The authors found that the strength of the relationship between imperfect experiential elements and satisfaction does not only depend on perceived brand authenticity and does not always weaken when brand authenticity is present.

Experiential stores offer potential for emotional brand-consumer connections and word-of-mouth (WoM) generation. Past research links the lifecycle of such stores with perceived novelty, a defining characteristic that has not received sufficient recognition. Scarce products are identified as a promising strategy to enhance novelty perceptions. Additionally, the authors differentiate between electronic and interpersonal WoM, and consider need for uniqueness (NFU) as a relevant personality variable.

This study encompasses three experiments that seek to shed light on suggested relationships. The first two experiments explore the interplay between scarcity, perceived novelty, and WoM. Moving forward, the third study delves deeper into the matter, scrutinizing the conditions under which scarce products manifest their utility in experiential stores.

The findings indicate that incorporating scarce products can rejuvenate the novelty aspect of experiential stores and promote positive WoM outcomes. Additionally, including NFU as a personality variable presents a communication dilemma, as high NFU individuals tend to engage more in electronic WoM but less in interpersonal WoM. However, this relationship is contingent on circumstances, with high NFU individuals showing a greater inclination towards interpersonal WoM when the probability of being imitated is low.

This study offers practical guidance for brand managers aiming to sustain the appeal and success of their experiential stores, as well as for commercial real estate managers seeking to revitalize vacant spaces in the post-COVID-19 era.

This pioneering study investigates the role of perceived novelty and scarce products in experiential stores, aiming to identify optimal conditions for favorable consumer responses. It also contributes to research on the forward spillover effect and underscores the importance of interpersonal proximity in WoM investigations.

This study aims to explore the relationship between the content characteristics of destination online reviews and travel intention under three individual circumstances: temporal distance, social distance and experiential distance.

Based on construal-level theory (CLT), this study divides online travel reviews into concrete and abstract reviews. Three experiments were conducted to test the moderating effects of temporal distance, social distance and experiential distance on the influence of review content characteristics on tourists' travel intentions.

The results show that abstract reviews would lead to higher travel intentions than concrete reviews. Furthermore, tourists' travel intentions differed depending on social distance and were significantly affected by reviews posted by reviewers similar to review recipients. In addition, the study contributes by discovering that the moderating effects of temporal distance, social distance and experiential distance were not significant, which differs from most of the previous research conclusions.

This study focused on review content characteristics, which provided a novel perspective for constructing online travel reviews. Furthermore, this research defined the concept of experiential distance in the context of online travel and expanded the research on psychological distance.

Experiential learning is considered to be a crucial factor in students' perceived learning outcomes. This study aims to explore the development of a mechanism in hospitality education and to analyze the learning outcomes (i.e. perceived quality, perceived value and learning satisfaction) using experiential learning (i.e. previous learning experience and personalized learning environment).

The course design consisted of two activities (instructing and learning activities) and three phases (before, during and after class) using the Moodle version 3.5 online platform as the educational and training site to sustain e-learning archives and activities. A longitudinal survey using a sample of 207 hospitality students in blended e-learning environment indicates positive relationships among the previously mentioned factors.

Results indicated that both previous learning experience and personalized learning environment have positive direct effects on perceived quality and perceived value, while both perceived quality and perceived value have positive direct effects on learning satisfaction. Furthermore, both perceived quality and perceived value mediate the relationship between previous learning experience and learning satisfaction, as well as the relationship between personalized learning environment and learning satisfaction.

These findings sustain the value of experiential learning, particularly the curriculum, student and faculty development in sustainable development education for hospitality.