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ERIC Number: EJ1160597
Record Type: Journal
Publication Date: 2017-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0273-4753
Leveraging Experiential Learning to Encourage Role Transition from "Student" to "Professional": Insights from Identity Theory
Ewing, Douglas R.; Ewing, Randall L.
Journal of Marketing Education, v39 n3 p132-144 Dec 2017
Drawing on identity theory, this conceptual inquiry posits a need to redefine the standard that individuals use to judge themselves as a "business student." Learners will be more likely to succeed in a corporate context if they experience daily interactions throughout a curriculum that approximate a professional environment. These social interactions will reinforce a revised business student identity if carefully orchestrated. A conceptual argument is presented to this end that builds toward a curricular-level solution emphasizing experiential learning that has broad focus beyond marketing students to all business students. A number of obstacles and opportunities are identified while developing a set of propositions linking curriculum design with granular day-to-day interactions. Experiential learning is presented as a path forward but must be implemented in an exhaustive and theoretically sound manner in order to facilitate student transition from an academic to a corporate environment.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A