Experiential Learning Laboratories In Business Schools: The WD-40® For Curriculum Innovation

Karen E. Boroff, Elven Riley

Abstract


The authors present a case analysis of how a business school brought about curriculum innovation. The school used something borrowed, specifically experiential learning laboratories, and something new to attain measureable curriculum change, with only modest investments. The authors urge that the nimbleness of a medium-size school committed to personal touch and with a strong bias to transform concepts into practice can have a natural advantage in providing unique learning experiences, compared to a highly leveraged program encumbered by size. These learning laboratories translate to experiential learning opportunities that are more like apprenticeships and professional mentoring. Given the difficult labor market, schools that can develop demonstrable job competencies in their coursework for students will add value as these students immediately seek employment and, more broadly, develop their career paths.


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