How Academic Administrators Shape Experiential Learning Curriculum Based on Employer Feedback

Abstract

This generic qualitative inquiry was guided by the following research question: How do academic administrators of the Association to Advance Collegiate Schools of Business AACSB accredited business schools shape experiential learning curriculum based on employer feedback regarding workplace readiness and employability? The study explored experiences of academic administrators regarding the use of employers' feedback in terms of incorporating experiential learning into the business curriculum. This generic qualitative inquiry utilized semi-structured interviews with 13 academic administrators of AACSB accredited universities in the United States. Data collected from the interviews were transcribed and were analyzed using NVivo macOS version 11 software, resulting in six key themes. Findings of the study indicate that (a) employers and universities are partnering to create experiential learning curriculum; (b) real-world projects are being incorporated into curriculum although internships are also encouraged; (c) the faculty, not academic administrators drive curriculum decisions; (d) trends in employer feedback are required before implementation is considered; (e) employer feedback is focused on workplace readiness skills not course content, concepts, or industry knowledge; and (f) there are still challenges regarding faculty willingness to address employer feedback through experiential learning curriculum