Evaluating Experiential Learning Approaches for Asian Students at North American Universities

Chen-Yu Feng,Wei Song,Paul Clark,David D Schein

doi:10.5539/ies.v14n10p14

Abstract

In recent years, experiential learning modality has become an integral part of business education in international programs. Although extensive research has been conducted in the experimental learning arena, the research regarding international students, especially the rapidly growing number of Asian students, with a significant percentage from China, is still limited. This study utilized a mixed-methods design using Kolb Experiential Learning Theory (ELT) to investigate the preferred experiential learning (EL) pedagogical practices for Asian students while studying at North American universities. This study revealed that students with a positive attitude toward EL could fundamentally strengthen their learning outcomes. In contrast, well-balanced learning styles should be emphasized instead of ranking the priority of learning preferences or taking only one learning approach. The limitations of the study and the future direction of related research are also presented.

Highlights

Since the 1990s, significant international students have pursued their studies in business and management in Western countries (Levsen, Goettel, Chong, & Farris, 2001)
This study examined two student groups in a North American university who have participated in experiential learning (EL) activities: the Short-term program exchange students, who are at their host school for less than one year; and the Long-term diploma/degree program students, who are at their host school for longer than one year
This study has identified the international students’ attitudes and their benefits and challenges for EL pedagogical practices

Summary

Introduction

Since the 1990s, significant international students have pursued their studies in business and management in Western countries (Levsen, Goettel, Chong, & Farris, 2001). Based on the statistics from the Canadian Bureau for International Education (CBIE) (2018) and the Migration Policy Institute’s Spotlight: International Students in the United States (Zong & Batalova, 2018), international students in North America reached a total of 1,522,730 during the 2016-2017 school year. The total number of Asian students in the US and Canada in that period was 972,660.00, which is about 64% of international students in North America. There were 491,530 Chinese students, which comprised 33% of the international students in both US and Canada combined in 2017. With the increase in the diversity of the student population in North America, universities must identify preferred teaching practices within the context of this substantial diversity in the student population. The Association to Advance Collegiate Schools of Business (AACSB) encourages its member business schools to adopt experiential learning activities (https://www.aacsb.edu/about)

Methods

Results

Conclusion