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http://www.iaeme.com/IJM/index.asp 1379 editor@iaeme.com
International Journal of Management (IJM) Volume 11, Issue 8, August 2020, pp. 1379-1390, Article ID: IJM_11_08_126
Available online at http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=8
ISSN Print: 0976-6502 and ISSN Online: 0976-6510
DOI: 10.34218/IJM.11.8.2020.126
© IAEME Publication Scopus Indexed
EXPERIENTIAL LEARNING PEDAGOGY - A
SUSTAINABILITY MODEL FOR
MANAGEMENT INSTITUTIONS IN BRIDGING
THE ACADEMIA-INDUSTRY GAP
Rajesh Palayil
Professor and Research Scholar, Xavier Institute of Management and Entrepreneurship
(XIME), Bangalore, (a recognized research centre of University of Mysore), India
Dr. Selvam Jesiah
Professor and Research Guide, Xavier Institute of Management and Entrepreneurship
(XIME), Bangalore, (a recognized research centre of University of Mysore), India
ABSTRACT
Management Institutions in India, is viewed as an extension of degree program, as
it is not able to distinct itself, as a course with an objective of imparting functional
knowledge in different domains, and develop skills proficiency, to prepare and produce,
Professional Managers, Leaders, Employees, or Entrepreneurs , getting ready to work
real time in an Organization.
The objective of Management course is to nurture and equip young mind with all
the dimensions and functions of Corporate and Business ecosystem. They are trained to
learn all aspects, including hard and soft skills, so that they are productive from day 1,
for the employer.
Employers generally do not have the resource, infrastructure, or time, to spend with
young mind to educate or train them in detail about assimilation or ways of working. It
is imperative, a Management graduate is absolutely geared up to start his role with
minimum intervention when they are absorbed in an organization. But the industry
research report data indicate that it is not the case, nearly 80% of graduates are not fit
to be employed.
The impression or frequent comment from student, were echoed ‘that what he
learned in the course, couldn’t apply or had relevance to the real-life business situation
in his work or while setting up his venture. What was taught in the management school
“was too academic-oriented" for starting a company? "There is nothing in the
curriculum that prepares you to deal with most real situation that is essential in the
initial years, for instance, idea generation, handling irate customers or managing cash
flow when money is tight”. Many a times, Entrepreneurs, or any level of Leaders, could
fall victim to analysis paralysis, since overthinking can lead to bearing on decisions
Rajesh Palayil and Dr. Selvam Jesiah
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little or large. It results in depending on research, rather on intuition, gut feel, kind of
instincts, which drives to make an individual and Organization successful or large. One
of the successful traits to derive and critical to do well, is the ability to think beyond.
Thus, it is perceived there is a huge gap between what is the learning in an
institution, and that is needed by a student, to be successful in real business
environment. Academic teaching and business reality are in different zones.
The interaction with the Industry, revealed that syllabus is more theory than an
application. Students are not exposed to real time market scenario challenges, and thus
they are not able to articulate solutions or handle simple process or operations. The
decision taking skill is not apt, not able to manage collaborative working etc., these
kinds of limitations is hampering the work assigned.
Students should be taught how to deal with failures, since it is such an integral to
Business. In experiential format of learning, we must use business game, that teaches
that every decision you will make, will not necessarily be right one, it’s humbling
experience for students or young entrepreneurs, who normally fly with idea or assume,
market is extremely easy to win over and scale it with ease, as projected in PPT’s and
Excel.
The study was conducted in few Institution to understand, what approach or format
of pedagogy Management Institutions should adopt that helps students to have an in-
depth and real learning and how to develop new business skills, based on what the
respective industry is seeking in a fresh Management graduate.
The Management institution should have an innovative approach of learning, which
is enabling students to think, apply and observe the outcome, and they come out with
their own interpretations and inference. Learning must be in an as much realistic
situation so that it can be self-conclusive. Experiential Learning Pedagogy practiced by
the Management Institution will have a transformational impact and optimal potential
learning for the students, thus they are enriched and well equipped to perform the task
and contribute significantly to the Organization.
Keywords: Experiential Learning, Pedagogy, Education, Management Institution,
Professionals, Leaders, Managers, Students Organization, Corporate, Industry, Gap,
Productivity, Skills, Decision, Competency, Technology, Analytical, Thinker, Creative.
Cite this Article: Rajesh Palayil and Dr. Selvam Jesiah, Experiential Learning
Pedagogy - A Sustainability Model for Management Institutions in Bridging the
Academia-Industry Gap, International Journal of Management, 11(8), 2020, pp. 1379-
1390
http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=8
1. INTRODUCTION
1.1. Industry-Academia Gap
The dynamics of workplace globally is seeing a revolution in the last 10 years. The input-
output factors due to rapid technology advancements and aspirations have had an absolute
impact.
Teachers are not the supreme custodian of knowledge, but only a facilitator since a Learner
has multiple sources to acquire information.
Technology enablement has made classroom learning a different experience. The
multimedia and smart class concepts help in increasing the pace and depth learning since
Experiential Learning Pedagogy - A Sustainability Model for Management Institutions in
Bridging the Academia-Industry Gap
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content is explained visually from different perspectives with video, text, animations, graphic
etc. embedded.
Students now can self-read and review the available content anytime, is expecting from
teachers, beyond the available content.
There is a sea change in the behavior of Customer expectations. They solicit a high-quality
level of product and service, not willing to compromise at all. The competitive world we are
living in offers customer a plethora of choices. Loyalty is not the buzz word today but Quality.
The high-quality expectation of customer, unpredictable consumer behavior, and rising cost
of manpower has put Organization in a fix. Since it is difficult to run organization with only
experienced & highly paid staff. It is a blend that is economically sustainable for any
organization and is also a social responsibility to provide platform for a fresher to assimilate
into workplace.
The zero-defect quality product and service has put enormous pressure on organization to
onboard highly educated and trained staff. The attrition rate is draining organizations on their
Training budget and time. The reason often as quoted by many HR Organization is the
employability factors in a Graduate fresher, due to lack of application of Knowledge and Skills
imparted at the Institution level with no real time and hands on experience, is put many
Organization life in jeopardy. Perhaps one of the reasons that can be attributed to, that not
many Entrepreneurship success has deemed to have happen, as their model of the team consist
of more freshers to execute.
Management Education is in the in threshold of uncertainty for numerous reasons.
Management Institutions must now introspect in the changing times, how to stay relevant in
terms delivering the content.
Contemporary pedagogical tools that are cost effective is the need of the hour. Student must
get a sense of confidence of the learning and application during the course, and industry must
be assured on the new hiring as a right and productive fitment. The inclusiveness approach will
be a win-win for all.
A good Management Institution has the teaching faculty represents the best in terms of
academic excellence and there is an active involvement with industry to access practical
expertise to promote skill-building .It has on its board high quality, research oriented and
corporate experienced faculty The educational context is well supported by eminent visiting
faculty from diverse backgrounds, and faculty members are committed to outstanding teaching
through the use of contemporary pedagogies. Students are mentored ably by the faculty and
industry experts who visit them in campus.
The drive for academic rigor, innovative research and holistic development receives robust
support from top management and the institution focuses on quality in terms of education
delivery, and industry exposure and students score well in University exams.
The management education in India, needs to focus to make itself relevant with the ever-
dynamic business landscape and futuristic technologies. Corporate don’t find satisfying in
terms of preparation to absorb them in their system. There is not a big learning curve between
a normal graduate and a Management Graduate. Retraining or recalibrating them to their needs
is a costly affair in terms of cost and time. The interest among corporate to hire a management
graduate is not an attractive proposition as they are not value adding them in overall scheme of
the Corporate mission.
The Management Institutions in India pedagogical process emphasizes on theory and not
on application. In an engineering education, students have labs to experiment and validate the
theoretical aspects. Management educators at best, follows only case study methodology.
Rajesh Palayil and Dr. Selvam Jesiah
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The top Institutions, across the globe use multiple approach, and educators have a broad
blend of industry, teaching, training, research and consultancy experience. They leverage their
varied knowledge and share experiences with the students while teaching the content.
The course designed in Management Institutions in India are faculty dependent bookish
Learning. Curriculum should be only a broad guideline to embark. It must be a student centric
approach, that encourage and propel them to think, apply, and accomplish real answers to real
time functioning and challenges, whilst being part of business. The answer is in adopting and
practice an Experiential Learning Pedagogy.
Figure 1 The Linkage
One of the leading corporate recruiters noted “it is frustrating to interview students who
understand the academic principles well, but who are unable to link these to the real world, and
who seem to know nothing of current affairs”. Further, “There is certainly an enormous gap, in
our expectation of what we seek in a fresher while hiring and the all-encompassing skills they
should have acquired in 2 years of their course.
Qualities linked to service orientation, dependability, assertiveness, emotional control,
stress tolerance and a generalized set of “soft skills’ are mentioned often, but do these skills
really represent what employers are seeking, and how might tertiary level institutions provide
opportunities for their development.
The Indian industry needs high quality Managers to successfully Organization. The
resource should be trained at the Institution level, and as they join Organization is able to
perform the role at the earliest, as it may affect the productivity of the Organization. Many
Research conducted has clearly attributed to zero or lack of proper real time exposure and
learning at the Institution level. This attention given at the right time could as they stich in time
saves nine.
It is critical that Institutions relook at their Pedagogy of Learning for the students, so they
are productive day one and take off confidently.
Experiential Learning Pedagogy - A Sustainability Model for Management Institutions in
Bridging the Academia-Industry Gap
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Figure 2 Problems
2. EXPERIENTIAL LEARNING/EDUCATION
One of a powerful and high impact learning methodology and pedagogy is Experiential
Learning.
From Management Education Perspective “Experiential learning is the application of theory
and academic content with the real-world experiences, within the classroom, workplace, market
place or in a business setting.
Experiential learning requires the student to involve actively in the experience activity, but
also to reflect upon their learning, and how their skills and knowledge garnered in the process,
through their academic studies can be applied in and beyond the classroom.
Workplace experiences such as industry visit, internships placements are only one form of
experiential learning opportunities that can be provided to students. Experiential Learning lead
on to learning outcomes that are specifically focused on employability skills.
The theory was proposed by psychologist David Kolb (1984) who was influenced by the
work of other theorists, including John Dewey (1938), Kurt Lewin, and Jean Piaget. He
developed the experiential learning theory, which is based on the idea that learning is a process
whereby knowledge is created through transformation of experience
“The strategic, active engagement of students in opportunities to learn through doing, and
reflection on those activities, which empowers them to apply their theoretical knowledge to
practical endeavors in a multitude of settings inside and outside of the classroom.”
Rajesh Palayil and Dr. Selvam Jesiah
http://www.iaeme.com/IJM/index.asp 1384 editor@iaeme.com
There are other ways of elucidation to define experiential education and practices,
including:
Experiential learning occurs when carefully chosen experiences are supported by
reflection, critical analysis and synthesis.
Experiences are structured to require the learner to take initiative, make decisions
and be accountable for results.
Throughout the experiential learning process, the learner is actively engaged in
posing questions, investigating, experimenting, being curious, solving problems,
assuming responsibility, being creative, and constructing meaning; and
The educators and students set learning objectives and choose experiences to meet
those objectives.
Experiential learning is often used synonymously with the term "experiential education",
but while experiential education is a broader philosophy of education, experiential learning
considers the individual learning process. As such, compared to experiential education,
experiential learning is concerned with more concrete issues related to the learner and the
learning context.
3. MODELS OF LEARNING
3.1. Kolb's Learning Styles and Experiential Learning Cycle
David Kolb in 1994, published his learning styles model observed that Effective Learning is
seen when a person progresses through a cycle of four stages:
Figure 3 cycle of four stages
3.2. Blooms Taxonomy
Bloom’s Taxonomy can be a powerful tool to transform teaching and learning. The key is
basic knowledge, the first stage of learning, leads to the development of the skills and abilities
that are crucial to completing the pedagogical process: Comprehension, Application, Analysis
Synthesis and Evaluation.
Experiential Learning Pedagogy - A Sustainability Model for Management Institutions in
Bridging the Academia-Industry Gap
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Figure 4 Bloom’s Taxonomy
4. STATEMENT OF PROBLEM
“Effectiveness of Experiential Learning Pedagogy (ELP) in Management Institutions.
Traditional classroom methods with few industry visits and Presentation will not suffice to
turnaround and prepare a graduate to be a thought provoking, idea generator, creative, problem
solving or a go getter kind of a person. Apart from the rigor in academics, students must be on
a continuous basis in an organized way needs to be experiencing many dimensions of learning
on different aspects which will transform their thoughts, attitude, approach, and perspective.
It would appear however, that “academic excellence” has not been the critical factor in
terms of selection for final placement, and employers who applaud the academic capabilities
nonetheless lament the absence of ‘employability skills’. There appears to be gap in terms of
what academia, or at least the management of academic institutions and industry consider being
important for graduates.
In this context Research looked at getting the information to come to conclusion what are
the effective ways of going about identifying and possible solutions. This required to look at
various aspects as it is interconnected for an overall transformation.
To explore what are the aspects of Experiential learning to be identified
To find measures and develop tools and techniques to see the effectiveness of these
parameters on a whole.
Identify and create a measure for manifesting transformation index
The imperative to address industry needs was clear, and a sense of collaboration
between the key stakeholders was deemed essential if the outcomes were to be of
value to graduates.
Rajesh Palayil and Dr. Selvam Jesiah
http://www.iaeme.com/IJM/index.asp 1386 editor@iaeme.com
5. DATA COLLECTION
1. Information collected from Faculty and Students were on the following
2. How many times in week Experiential Learning Pedagogy is practiced
3. What is the duration of each session
4. What are the props used to conduct a session
5. Is a single topic able to finish in one slot
6. Was it participative and you were able contribute
7. How is the learning documented for individual student
8. Are students told of the objectives and Learning output
9. Do you think it had an high impact on your understanding and Learning
5.1. Scope/Limitation of the Study
Identifying aspects for Effectiveness other than academics learning i.e.
Transformation in students is at holistic level to contribute in larger scope of things
to organization, society, nation, than just at making them employable or introducing
a skill.
It is not one aspect for example Leadership or a team player, but a summation of
many ideal qualities, skills, that needs to be developed is the effectiveness looking
for in a student.
Every individual has their definition of effectiveness.
There are many variables that needs to be studied for the factors of transformation.
The behavior analysis needs to be observed periodically and evaluated, by mapping
their performance/capabilities with the opportunities/activities initiated by the
institution to measure effectiveness
5.2. Research Gap
Experiential Education impact not studied in-depth in Management Education,
though there are studies conducted on some aspects of human development in
Graduate level.
The study is not able to identify the Transformation in general of students
How to keep track of this transformation Experiential Learning
Is the Learning substance significant or non-significant?
What aspect of students/participants should be developed?
What can be the pedagogy to bring in a change?
The Research study analysis focused on, if Experiential Learning is bringing a change in
learning pattern and is it easy to comprehend better.
5.3. Setting the process in motion
How Experiential Education concept was implemented in a Management Institution
5.3.1. Setting the process in motion
Step 1: In recognition of this well documented gap, and with the intent to remedy,
Management set up a Leadership team consisting of Director of Institution, Head of Academics,
Finance and HR department and other members who had intensive corporate experience of over
10 years. The Leadership team then devised pragmatic plans through introspection and
Experiential Learning Pedagogy - A Sustainability Model for Management Institutions in
Bridging the Academia-Industry Gap
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experience-based recognition of the gaps and an understanding of these gaps in terms of student
learning and employability. The imperative to address industry needs was clear, and a sense of
collaboration between the key stakeholders was deemed essential if the outcomes were to be of
value to graduates.
Step 2: The first step of leadership team was to create a common platform known as IDF -
Institutional Development forum, whereby all staff members regardless of seniority were
required to attend every Saturday morning for 2 hours. The stated intent was to create a
common platform for the analysis of critical issues and to provide an opportunity to share
opinions, suggestions and ideas: feedback was documented and collated for review and
culminated in a collectively owned institutional Mission Statement. First, evaluation of values
needs to be an integral part of Staff, actively prioritize values-congruent behavior in hiring and
performance management. What are reasons for a gap that exist between a company’s
aspirational values, expectations of a staff etc. and the practice in reality? Though most
employees care what leadership believes in, they are quite observant to paying attention in what
leadership does, not what it says. So Experiential Education reinforcement, must come from
the top Management, as a DNA or the Academic philosophy and of an Institution, for the good
of Students.
Whatever Institution’s values are, all staff should be systematically evaluated for, how well
they imbibe and live up to these values. They must possess apart from Academic knowledge,
the behavioral traits: passion, rigor, teamwork, ownership, curiosity, so they are better trained
and traits, to spread the culture of ‘experiential learning in the Institution’
The corporate introspection and collaboration with academics led to a raft of measures and
concrete steps towards addressing the perceived gap. All parties were committed to focusing
on the most important stakeholders in an education institution: the students. It was well
understood that meaningful opportunities for them to learn should be created.
Step 3: On an experimental basis, the Institution collaborated with 10 organizations in 5
different verticals, who were interested to partner in this initiative to address the academia-
industry gap. The leadership team took advice and facts from the industry professionals,
managers, supervisors and human resource members to comprehend “what is this gap is all
about? “
The Research concluded that Change can be only effected in phases over a period of time
as it also involves behavioral changes. The institution’s connect with Industry helped students
undergo various brief projects in these organizations on a rotation basis, and feedback of their
performance in the job was monitored and maintained by the institution. This was analyzed
periodically to evaluate change in a student over 2 years, by mapping their
performance/capabilities with the opportunities/activities initiated by the institution.
The industry/academic Leadership Team of IDF identified the following skills sets as
critical in terms of employability:
a) An individual need to have a sense of ownership and have an entrepreneurial zeal.
Organizational growth and effective processes that work towards meeting challenges required
joined ownership of the ‘problems’ to be solved.
The institution proceeded with two clear objectives: one highlighted in terms of capability
building to address corporate needs, and second in its endeavor to foster a startup eco system,
created a dedicated Entrepreneurship department.
Monthly sessions held, contextualized by the ‘Power of ideas’, and focused on business and
technology idea incubation and potential opportunities., these sessions, helped propel and
inspire students towards innovative thinking and new business opportunities.
Rajesh Palayil and Dr. Selvam Jesiah
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In order to support this initiative, angel investors, venture capitalist and others with
expertise in the access of capital are invited to guide new business development. Various
critical elements are explored including global business, economics, technology, time
management, cross cultural management, corporate governance, policy and legal issues are all
analyzed and discussed, and ongoing management issues are reviewed through live or written
case studies. The activities have been successful in terms of creating not only budding
entrepreneurs but also industry ready professionals who have solid business sense and a quick
starter.
b) Organizations have preference for the students having high initiative, self-motivation,
and creative, analytical and organizing skills. Student clubs-initiated activities and sessions
helped develop such a thought processes and hone skills.
5.3.2. Activity hubs and clubs
The clubs are norm in management schools, but participation was made mandatory for all
students in order for them to:
Associate enthusiastically with at least one social activity every year along with other events
conducted twice per month including stock simulation, debates, negotiation, creative, analytical
activities report writing etc.
Sessions held once in a month centered on managers from the corporate world to facilitate
an understanding of business realities.
The clubs eventually helped to tap the talents of students, and the institution encouraged
them to participate in various management fests and competitions. Faculty members supported
and trained students, and experts were brought in to train specifics as deemed important.
c) It is very important to broaden knowledge on the trends in the industry and businesses
and prepare students to understand organizational realities. The best way to learn is to listen
and interact directly with the professionals.
5.3.3. Hosting conference and seminars in campus
This is an ideal way of assimilating knowledge by the students and developing organizational
skills. The Institution hosted and partnered in many management and corporate events, and
invited professionals and personalities to interact with the students and it enabled students to
develop networking skills.
Topics ranged from managing crises, collapse of business empires, application of mind &
business decisions in unprecedented situations to simple issues such as “to do things in the first
one year of life in a Corporate “. These seminars helped students understand experts view and
perspectives.
d) The Institution recognizes it is a tech savvy era and businesses need to embrace technical
and technology to remain competitive: students need to have a technology bent of mind and
have a grasp of the tools to enhance their productivity.
5.3.4. Technical skills
The Institute made one or more certificate courses mandatory for all students in graphics,
accounts package, ERP, CRM, logistics, stock market, material management, media planning
and digital marketing, all of which focus on knowledge-based skill development.
e) Soft Skills Sessions: The lack of social and soft skills create employment challenges for
graduates and a team of HR professionals and trainers was created to promote the development
of life skills. The whole concept of “soft” or “life” skills is contentious in that it is vague, and
practitioners continue to debate whether or not they can actually be taught. Social interaction,
Experiential Learning Pedagogy - A Sustainability Model for Management Institutions in
Bridging the Academia-Industry Gap
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however, and effective verbal and non-verbal communication are generally considered to be
important and sessions were created to outline the critical features of such interactions and
provide opportunities to practice them in role plays and situational analyses.
Regular workshops were conducted on to develop certain ‘must have ‘skills like
5.3.5. Culture of ‘courtesy’
There was consensus in the team that it should instill the culture of students demonstrating
courteous and respectful behavior. They should be made aware of such good practice, it airs
positivity and is an amazing way of bonding and creating a feel-good factor with any person.
Saying ‘Thank you ‘, ‘Sorry ‘are beautiful and impactful words and helps in developing good
interpersonal skills. Students were made to realize the importance of this simple habit it can
contribute in crafting personality style. Regular short sessions were organized and practiced in
the campus to inculcate this habit
5.3.6. Moral Behavior and Character Building
With an increased national and international focus on effective governance and the exposure of
local and global unethical business practices, the critical importance of integrity and core values
has become an imperative for all management students. Although there is a paper in the
syllabus, it was deemed necessary to explore in-depth ways of highlighting integrity in action
and this is accomplished through focused case studies on corporate governance and ethics. This
is attempted through scenario planning - it is still a case study, but it requires students to outline
different outcomes from different decisions. So you can take, for example an ethical business
decision and get them to outline the repercussions of the company making a range of unethical
decisions. The other way is through role play - put them in a situation where they have made
an unethical decision and get them to defend it to their Board of Directors: essentially any
activity that makes them evaluate consequences
f) Communication & English Language Training: Many students are accomplished in
written English, but unable to converse fluently in English language. Although they have two
years to enhance their proficiency in spoken English and business writing skills, extensive
additional training was made available, but focusing on realistic business situations, which
enabled ability to create and deliver clear and effective communication and presentations. In a
modern global business environment good English communication skill is proving to be a key
factor in professional growth and success.
g) Sports was given an emphasis by the institution and students were encouraged to
participate in some activity with the intention to build a ‘fighting spirit’, competitiveness, ability
to celebrate victory and accept defeat, passion, focus, team spirit and other qualities that
promote teamwork, social interaction and application. Sports enable imbibe these virtues and
plays a decisive role in work life. A 3 -member sports coach was appointed who were actively
present in the grounds every day and it was mandatory for the students to present 3 days in a
week and involve in a sport. Different sports team including girls actively participated in
various inter college sports event. Sports really helped them to channel their energy, be
physically active and take life and work sportingly.
As a strategy integrated the training with the syllabus as part of the timetable. This resulted
in students taking it seriously and not a routine extracurricular offering by the college. The
Institute developed and standardized the training of students in the skills highlighted and, in
doing so, created a Centre of Excellence. The Institute also activated departments like Library
to play a vital role. It is not limited to students utilizing it for reading newspapers, lending
books, but plays a supporting role by organizing reading sessions every Saturday, where
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students discuss topics of various authors especially in management and business field. The
department keeps them informed about news, information and interesting articles on various
topics uploaded in the Learning Management System and views are solicited and discussed.
6. INFERENCE
The Experiential nature of these training and activities showing positive impact on the students’
transformation and was evident in their outlook. Corporate acknowledged the initiative of the
institution to provide multiple opportunities to mould students and develop their competencies
was certainly showing tremendous results, and the change was reflected in placements of the
students.
The concept of Experiential Education is highly impactful when done in combination of
academics- the way each subject and topic is delivered for knowledge acquisition capability,
role plays, simulations, internships, live projects, as each of the activity brings out their potential
and talent, Skills to sharpen their problem, analytical solving, interpersonal, analysis and
decision making, and transition in the behavioral attitude and Managerial communication. The
overall approach must reflect in the Institutions Value, Culture and Belief in the Power of
Experiential Education as a Transformation in the Students - learning, development and
intellectual growth.
REFERENCE
[1] Source: Experiential Learning, Author: David A Kolb
[2] Source: A handbook of Reflective and Experiential Learning Author: Jennifer A Moon
[3] Source: Art at school, is there any perspective Author: Cristiana Lopes Machado1, Tania Stoltz
[4] Source: Business Today article dated March 25th 2019-80% of Indian engineers not fit
for jobs, say survey
[5] Source:https://www.actuarialcareers.co.uk/career-advice/what-skills-do-graduate-
employers-look-for
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