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Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.

This paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.

This paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.

The developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).

This paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

The purpose of this paper is to examine how the instructions of the lean startup methodology influence entrepreneurs. It explores what happens when such instructions are enacted by entrepreneurs in the context of a “prescriptive accelerator”. The goal is to shine a light onto the mechanisms by which these instructions are acquired and then utilised by entrepreneurs and to outline in some detail the implications of adhering to the lean startup methodology.

This paper employs an in-depth phenomenological semi-structured interview design. Two rounds of interviews were conducted, one at the beginning and one at the end of the programme with the CEOs and founders of 11 entrepreneurial ventures, totalling 22 interviews. The analysis of the interviews resulted in five second-order themes that are discussed in light of the processes of experiential and vicarious learning.

The findings suggest that through two distinct modes of vicarious and experiential learning, the instructions of the lean startup methodology are acquired, internalised and consequently put into practice by entrepreneurs. The paper further highlights the modifications to entrepreneurs’ governing variables and action strategies, as well as the resulting consequences of these modifications. This provides insights into possible outcomes of following the lean startup methodology in the context of a prescriptive accelerator where a strong focus on adhering to a systematic entrepreneurial methodology is a characteristic feature.

This paper contributes to our understanding of the under-studied and novel phenomena of the lean startup methodology and prescriptive accelerators. It complements the prevailing understanding of entrepreneurial learning as being largely experiential by accounting for the vicarious learning processes that occur in pedagogical settings such as prescriptive accelerators. It therefore shows that prescriptive accelerators provide unique learning situations where the combination of vicarious and experiential learning impacts the business development activities. Further, it provides a model of entrepreneurs’ theory of action as the outcome of the interactions between the lean startup methodology and the two modes of vicarious and experiential learning.

The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third sector organisation offering outdoor and experiential education for around 32,000 inner city children annually. It uses different models to critically consider how different experiential paradigms or world-views support different understandings of project experience in the real world. It examines the nature of experiential learning through project experience, applying a phenomenological inquiry to reflect on how experiential learning is valued academically and culturally. It considers environmental influences to balance the relational practices that represent intangible experiential elements in partnership work.

Using a postmodern qualitative methodology, this paper applies different frameworks to narrative, a synthesis of data from the project, an interview, literature and reflection to present a critical consideration of experiential learning constructs. It foregrounds the academic value of ethical subjectivity and as such also presents a reflective Feminist auto-ethnographic praxis grounded in the project.

Experiential learning is critical for human inquiry. Valuing experiential learning methods differently offers ethical applications for facilitating project work and partner relationships.

Applied experiential learning theory supports organisational understanding in project work. An ethics of subjectivity places equal value on expertise in its own environment leading to a facilitated rather than a hierarchical transfer of knowledge, critical for project success. The project is financially successful and has wide reaching social and environmental impact. Thinking differently about provision means a substantial number of children beyond those physically visiting the organisation will benefit through teacher training.

The UK government no longer funds outdoor education. This paper demonstrates the importance of fostering environmental relationships for human identity, to support education for sustainable development and wider societal and environmental understandings.

Developed through project process this is a new values-based, environmental, organisational and educational transformational approach to partnership. It is useful in education, working in partnership with businesses and ESD.

This paper seeks to present a view on the experiential learning practices in public relations education in South Africa. The focus of the study on which the article is based is to identify the view of the educators on experiential learning and the different experiential learning methods used in the education and training of public relations learners in South Africa. Kolb's theory of experiential learning (1984) is used as a point of departure.

A qualitative research approach supported by quantitative research techniques was used to determine the perception, interpretation and implementation of experiential learning by higher education institutions as service providers of public relations qualifications.

In summary the findings of the study indicated a shared opinion of the importance of experiential learning but that experiential learning as a learning approach is not followed.

The proposed framework uses experiential learning principles as a basis for the education and training of public relations learners.

This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context.

As a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module.

Exploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning.

So far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience.

The originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment.

The gaps between what is taught in the classroom and what is required from the management graduates are evident globally. This research suggests that experiential learning has the potential to address this pronounced gap and examines the impact of a long-term experiential learning project in marketing curricula on management graduates in emerging Indian economy. This paper aims to investigate whether experiential learning results in conceptual clarity and application skills, influence positive behavioral change in the students and at the same time make learning an enjoyable and productive experience for management graduates.

This paper examines the results of a full-term long experiential learning project designed for the graduate students of the introductory marketing course in the emerging economy of India. The assessment of the experiential learning project was undertaken by using a 14-item survey instrument post activity and analyzed results by using quantitative methods.

The results of the study indicate that incorporation of experiential learning project in marketing curricula offers an excellent opportunity for the educators to ensure a high level of engagement, involvement, motivation, interest and satisfaction among Indian students. The project led to more enjoyment and productivity as compared to regular lecture method and assignments. The project provided an opportunity to apply theoretical concepts and theory in a real-life setting.

This activity is ideal and relevant for marketing educators who are looking for a semester/term long experiential learning activity/group project to be conducted while teaching introduction to marketing course. This activity offers an excellent opportunity for educators to ensure that students are engaged, motivated and are ready to apply the marketing concepts. This activity can be used in both undergraduate- and graduate-level courses.

“Marketing Challenge,” a long duration (full-term) experiential learning project described in this paper, provides the students an opportunity to experience the new product development process from the product conception, development to selling the developed product. The authors perceive that in the coming future, educators will use experiential learning elements in the classrooms to achieve the learning outcomes of various management courses.

Experiential learning and reflective writing are important components of college instructors’ repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine undergraduate students’ perceptions of learning in a leadership course that emphasized experiential learning methods. The respondents included the students enrolled in a Professional Leadership Development course. Students were asked to keep a reflective journal and to prepare a reflective paper at course completion. Using content analysis of the students’ reflections, it was determined that the students benefited from receiving instruction associated with experiential learning. They recognized each of the teaching strategies associated with the four stages of the Experiential Learning Cycle and the importance of each in maximizing learning. Incorporation of teaching strategies associated with experiential learning within the collegiate leadership classroom did enhance student learning, whereby allowing students to approach learning in a deep manner.

The purpose of this paper is to use an experiential learning model in an introduction to events unit/module in partnership with Sport Canterbury (one of 17 regional Sports Trusts, throughout New Zealand). During this unit/module students explored the creation and manipulation of an event experience and gained real-life hands on experience. Through their engagement in this process, students were able to acquire skills and knowledge that helped them experience the whole event planning cycle in planning, implement and evaluating an event. Experiential learning approaches are a valuable tool to overcome the knowledge-practice gap recognised in many vocationally orientated disciplines, including event management.

This paper uses a mixed methods approach including an on-line questionnaire, a number of interviews with students enrolled in the unit/module a survey involving the evaluation of those involved in the events organised by the students and a review of critical reflection diaries, written by students.

This paper highlights that an extensive range of event skills both personal and team based were acquired, developed and practised during the unit/module and students were able to relate the theory of event studies to the practice of managing an event. In particular students reported that they were able to utilise, record and reflect on their experience and adapt their learning to organising a real-life event. The experiential learning model used in this study resulted in students being actively engaged in their learning through involvement and active participation in an actual event, where they were able to apply what they had learnt in the classroom to the real world. The connection between theory and practice is therefore, pivotal and is a prevailing theme of this paper.

This paper demonstrates how students of event management were provided with the skills and knowledge to run events, by personal involvement in a real-life event in a student centred learning environment. Students enrolled on this unit/module were made responsible for every aspect of managing the annual Rebel Kiwisport Challenge (a series of recreation-based events held over a half day period for primary schoolchildren based in the Canterbury region). Balancing the theoretical input with the practical aspects of events in the introduction to events module/unit enabled students to become multitasking and as a result gain highly portable skills that will help them succeed in their future careers in events. Indeed, in a survey involving 1,100 employers in Australia Neilsen (2000) reported that the five most important skills needed for graduate employment were oral business communication skills, creativity, problem-solving skills, independent and critical thinking skills and flexibility. Similar research undertaken by Greenan et al. (1997) in the UK and Braxton et al. (1996) in the USA, report the same findings. Although, there is a dearth of literature in the social sciences on experiential learning, the same debate within event management education is sadly lacking and it is hoped that this study will help fill a gap in the literature.

Summarizes the findings and observations from managerial and professional development workshops with managers, physicians, educators, and social workers where a theory of experiential learning was applied in workshop design and content, along with the Learning Styles Inventory. In a follow‐up study of some of the workshops, participants reported an increase in self‐understanding and appreciation of their own and their colleagues′ learning styles and a valuing of the differences and integration of all four learning styles. Some reported an improvement in their working relationships between peers, supervisees, managers, and clients.

Through the lens of experiential learning theory, this conceptual paper examines the factors influencing the likelihood of transitioning from hybrid to full-time entrepreneurship. It is critical to evaluate the experiential learning that takes place during the hybrid phase, in order to establish a more nuanced understanding of the dynamic entrepreneurial journey.

This conceptual paper made use of a secondary data analysis of the existing academic literature, in particular using a thematic analysis, in order to propose a conceptual model and associated propositions.

The proposed conceptual model identifies four factors: fear of failure, perceived risk, entrepreneurial competency development and self-efficacy that are predicted to influence the transition decision. This paper establishes hybrid entrepreneurship as an effective learning ground and path toward full-time entrepreneurship.

Providing insights into the factors that influence the transition, allows policy makers to establish systems and incubators to support hybrid entrepreneurs reach the tipping point at which they have sufficient knowledge to enter full-time entrepreneurship. This paper establishes the importance of developmental policies aimed at encouraging hybrid entrepreneurship. There are also implications for managers of hybrid entrepreneurs to establish policies that encourage a culture of transparency and reap the benefits of enhanced employee development.

The paper has three predominant sources of value. First, offering a multidisciplinary approach by extending an existing theory to a new context; second, through the establishment of a conceptual model, offering propositions readily linked to hypotheses for future empirical assessment and third, enhancing the visibility of hybrid entrepreneurship in the literature to encourage public policy intervention and support.