
Management Faculty Publications and Presentations
Document Type
Article
Publication Date
10-2021
Abstract
Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.
Recommended Citation
Trinh, M.P., van Esch, C., Martinez, H.A. and Messer, T., 2021. Appreciating large classes: Using appreciative inquiry to foster a hospitable learning space for experiential learning. Journal of Management Education, 45(5), pp.786-819. https://doi.org/10.1177/1052562920980125
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Publication Title
Journal of Management Education
DOI
https://doi.org/10.1177/1052562920980125
Comments
© The Author(s) 2021.