Kolb's Experiential Learning Cycle Research Articles

Navigating Experiential Learning: Insights From Vietnamese Architecture Students on an Educational Field Trip

Background: Experiential learning (EL) through educational field trips positively impacts students’ creativity, motivation, and subject knowledge. However, research on this in the context of architecture education in Vietnam is limited. Purpose: This study delves into the largely unexplored realm of EL in the context of architecture education in Vietnam, focusing on the Project subject. Methodology: A carefully organized field trip aligned with Kolb's EL cycle engaged 22 participants from different stages of their undergraduate education. Semi-structured interviews were conducted, with 10 participants assigned to two focus groups. The data analysis utilized an elaborative coding approach within grounded theory methodology. Findings: The study reveals three core categories: traditional pedagogy constraints, experiential learning transformation, and educational ecosystem enhancement. Implications: The study informs curriculum designers and architecture lecturers about the benefits of organized field trips for enhancing architectural students’ learning experiences. The emergent theoretical framework also sets the stage for an innovative and student-centered approach to architectural education in Vietnam. Future research avenues may explore the long-term professional impact of EL and assess the practical implementation of suggested curricular changes.

Advancing outbreak simulation training: a collaborative pilot study for dual-specialty medical trainees and infection prevention and control professionals

In response to identified gaps in infection prevention and control (IPC) training within Scotland, a Short Life Working Group initiated an innovative outbreak simulation training programme. To enhance the knowledge and confidence of medical microbiology and infectious diseases trainees and IPC professionals in managing healthcare-associated infection (HAI) outbreaks, employing the National Infection Prevention and Control Manual guidelines. Participants completed prerequisite online training in epidemiology and surveillance before engaging in a meticulously crafted vancomycin-resistant enterococci outbreak simulation, which mirrored a real-life incident and adhered to the standards set by the Association for Simulated Practice in Healthcare. The programme incorporated Kolb's experiential learning cycle, fostering an authentic and engaging learning environment. A total of 41 individuals participated in the synchronous online training phase, with eight individuals involved in the pilot outbreak simulation. Evaluation of the training's efficacy followed Kirkpatrick's model, combining quantitative (five-point Likert scales) and qualitative (open-ended questions and participant reflections) data collection methods. Results demonstrated significant improvements in participants' knowledge, skills, and confidence in outbreak management. Feedback highlighted the realism and educational value of the simulation, with 100% agreement on its efficacy in enhancing outbreak management capabilities. The success of this pilot study underscores the potential of simulation training in IPC and paves the way for broader implementation. It emphasizes the effectiveness of structured, experiential learning in equipping healthcare professionals with practical skills and confidence for managing complex HAI outbreaks, contributing to a more competent and prepared workforce.

A Pediatric Resident Advocacy in Complex Care Curriculum.

Children and youth with special health care needs (CYSHCN) are a special, vulnerable population. Children with medical complexity (CMC) represent a smaller, medically fragile sliver (6%) of the US child population. Several professional pediatric entities direct (or require) pediatric educators to instruct residents in advocacy for all children, explicitly including CYSHCN/CMC populations. While many existing curricula address pediatric advocacy education, a gap remains in curricula specifically designed to aid learners in advocacy of CYSHCN/CMC. Using Kolb's experiential learning cycle as a framework, we designed and delivered a comprehensive outpatient complex care curriculum, including several didactic video lectures (total: 60:04 minutes, median: 6:25 minutes) and experiential site visits devoted to advocacy topics for CMC, as one portion of a 4-week elective complex care rotation. Residents completed pre- and posttests of knowledge and pre- and postsurveys to self-assess attitudes, comfort, and behavior; viewed didactic video lectures; and engaged in experiential site visits. Reflective statements captured attitudes regarding advocacy for CMC. Between July 2016 and June 2020, 47 trainees completed the rotation; data were available for 30 trainees. Residents demonstrated a statistically significant improvement in knowledge (p < .001), as well as improved attitudes, diversity sensitivity, and comfort in advocating for CMC postrotation. Qualitative comments showed overwhelmingly positive learner reaction. This curriculum, which can be offered as a stand-alone resource or a supplement to a comprehensive complex care curriculum, incorporates didactic and experiential teaching methods and addresses a significant competency in advocacy education.

One-Wan Musical in Museum: A New Normal of Theatre Experiential Practice in the COVID-19 Era

This qualitative research aims to explore the integration of experiential learning theory (ELT) by David Kolb with theatre practice for degree programs in the musical class during the COVID-19 pandemic. By adapting the concept of Kolb Experiential Learning Cycle (ELC) and Learning Style Inventory (LSI), the instructor designed A New Experiential Cycle for Theatre Practice, comprised of 7 components for creating a musical show called “One-Wan Musical in Museum”. There are 1) Large Group Activity 2) Group Assignment 3) Independence Learning Task 4) Self-Reflective Class 5) Rehearsal Practice 6) Team Reflective Class 7) Theatre Performance. The researcher also suggests Three New Normal Teaching Strategies to encourage students to achieve their full education and learning potential during the pandemic, which are 1) Hybrid Learning Platform 2) Double-casting technique 3) Student-to-student Interaction.

Embedding computer programming into a chemical engineering course: The impact on experiential learning

The need for autonomous engineering graduates who demonstrate hands-on skills has increased in the industry. Computer programming helps engineering students solve real-world problems systematically and accurately by applying governing physical and mathematical models into a format that a computer can read and execute. This study describes the pedagogical approach of incorporating programming workshops and assessments into a second-year chemical engineering course. The impact of this intervention on experiential learning amongst the students was then evaluated by analysing the feedback provided by voluntary participants during several focus group sessions. The feedback gave further insight into teaching pedagogy with respect to Kolb's experiential learning cycle. It was found the programming background of an individual clearly affects the phase of the learning cycle they predominantly experience during the workshops. Furthermore, programming background affected an individual's critical thinking while approaching an engineering problem. Constructive feedback provided by the student participants offered an invaluable opportunity for the teaching team to reflect on what went well and the areas for improvement in future iterations. The findings of this study can advance knowledge around design and implementation of a programming module within an engineering course.

CREATIVE AND COLLABORATIVE LEARNING DURING RUSSIAN-UKRAINIAN WAR PERIOD: PHILOLOGICAL ASPECTS

During the russian-Ukrainian war periodeducation in Ukraine passed into online or distance synchronous and asynchronous styles of learning.With the beginning of the full-scale invasion on February 24th University and the educational process in philology faced the new conditions of teaching and assessment, a new reality, but the same goals -to give the best professionally oriented and high-quality education to our students had to reach. The war rapidly changed the ways and methods of teaching and learning into more creative and collaborative for keeping philological aspects of studying highly professional and attractive, giving more professional and personal growth to our students. The article deals with the philological aspects of creative and collaborative learning of the English language, used during russian-Ukrainian war period.The relevance of thisresearch is determined byfocusingon the ways teachers adopt to the study process via new conditions and styles in the field of Philology, linking them with traditional and creative, and collaborative objectives and methods of teaching English philology, and giving examples of such work in studying Professional Englishcourses at the University during the war period. The scientific novelty of the study consists in discovering and outlining new methods and ways of creative and collaborative online learning of Philology (English language) in the war period; to outline the experience of Ukrainian educators, the development of their methods, and ideas of creative teaching, learning, and assessment in a philological environment during the war period and their further adaptation in Ukrainian education by other educational institutions as well; to determine how the creative online teaching and learning environment and creative assessment methods expanded during the challenging war period and became an essential learning environment while adapting to the extreme circumstances during the lasting russian-Ukrainian War period.This article aims to explore the structure of creative teaching methods andassessment strategies employed in online Professional English courses. It will discuss various online assessment methods and outline creative teaching strategies along with the corresponding technologies. Additionally, it will examine the utilization of Kolb's Experiential Learning Cycle as a creative and collaborative method of learning. Furthermore, it will address the organization of classes and highlight significant signs in the educational process during the initial days and throughout the period of full-scale invasion. Lastly, it will address the challenges faced in the teaching process and elaborate on how these difficulties were overcome. The article will conclude by providing rules and instructions to navigate the studying process and assessment during the full-scale invasion period.The methodology is based on using a descriptive method that made it possible to characterise creative and collaborative methods of work; analysis and component analysis which help to outline the specific of the teaching process; principles of systematisation and classification are also used.

Effectiveness of interprofessional shared decision-making training: A mixed-method study

ObjectiveThis study evaluated the learning effects and examined the participants’ perceptions of an interprofessional shared decision-making (IP-SDM) training program. MethodsThis mixed-method study used a quasi-experimental pretest–posttest design in the quantitative phase and semi-structured interviews in the qualitative phase. The 6-week curriculum design, based on Kolb’s experiential learning cycle, consisted of two simulated objective structured clinical examinations with standardized patients and blended teaching methods through various course modules. ResultsA total of 39 multidisciplinary healthcare personnel completed the 6-week training program, and 32 of them participated in qualitative interviews. The IP-SDM training program effectively improved the SDM process competency of the participants from the perspectives of the participants, standardized patients, and clinical teachers. The interviews illustrated how the curriculum design enhanced learning; the effectiveness results indicated improvements in learners’ attitude, knowledge, skills, and teamwork. ConclusionThis IP-SDM training program improved multidisciplinary healthcare personnel’s competency, self-efficacy, and intention to engage in IP-SDM. Practice implicationsApplying Kolb's experiential learning cycle and blended teaching methods to develop and implement the IP-SDM training program can improve multidisciplinary healthcare personnel’s knowledge, attitude, skills, and teamwork in IP-SDM.

Application effect of Kolb's experiential learning theory in clinical nursing teaching of traditional Chinese medicine.

This study aimed to explore the practical application and effect of Kolb's experiential learning theory in the clinical nursing training of traditional Chinese medicine (TCM). This study is a quasi-experimental study. Eighty clinical nurses from a class-III grade-A general hospital were enrolled in 2020 and 2021, respectively, as research subjects. The subjects in the control group were trained in "theory explanation, clinical practice, summary and Q&A, [and] centralized examination." The subjects in the experimental group were first grouped according to Kolb's experiential learning style. The training followed a "problem-exploration-practice-exploration-theory-explanation-summary-centralized examination" structure based on Kolb's experiential learning cycle, the training place is Conference Room 1 of the hospital. The training time is from February to August 2020 and 2021. The application effect of the experiential learning theory was evaluated by analyzing course evaluation questionnaires and the final examination results. The total score of the course evaluation questionnaire of the experimental group was 112.23 ± 5.88. The difference compared with the control group was statistically significant (P < .01). In the experimental group, the theoretical score was 85.27 ± 3.29, and the operational score was 85.36 ± 3.01. The differences compared with the control group were statistically significant (P < .01). The application of Kolb's experiential learning theory to the training of TCM clinical nursing can make the clinical practice of TCM nursing more "scientific" and the training more effective, and it can improve the subjective initiative of students.

Implementing Kolb´s Experiential Learning Cycle by Linking Real Experience, Case-Based Discussion and Simulation.

BACKGROUNDBackground: To prepare medical students for their future, they must become acquainted with clinical practice, for example by means of simulations, clerkships and discussing patient cases. By connecting these different approaches, according to Kolb´s experiential learning cycle, the learning effect can be strengthened.MethodologyIn the development of a didactical program for students who are being prepared for their role as general practitioners, we have adopted a new didactic approach, in which educational formats are interlinked, according to Kolb´s experiential learning cycle. The content of these courses is determined by the Entrustable Professional Activities (EPAs) for the clerkship in family medicine, combined with the most common chief complaints of patients in the GP's practice. In 2019, the first course was implemented at the Technical University of Munich, Germany, with 6 medical students. A first seminar discusses patients who the students have seen for themselves during their clerkship in family medicine. In addition, matching theory is discussed and skills are practiced. In the next seminar, students apply the acquired knowledge and skills in scenarios with standardized patients. Students evaluated the courses as positive. The evaluations show they find discussing personally experienced patient cases and the opportunity to practice very valuable.ConclusionsA course design according to Kolb's Experiential learning cycle, which integrates experience, theory and simulation, is a valuable addition to existing forms of teaching in medical education. Students appreciated both discussing personally experienced patient cases and the opportunity to re-practice similar cases in a simulated environment. To gain more insight into the learning effects, it is recommended to further explore this approach in a different context.

Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory

The need for shifting the expository laboratory instruction style to inquiry-based approaches is widely acknowledged. Problem-based learning (PBL), one of the inquiry-based approaches, advocates students’ self-directed learning. The literature indicates that scaffolding students’ independent learning is necessary for a PBL environment. In our study, we provided scaffolds such as a precursor task, reading material, and structured group discussion to facilitate the planning of a PBL task on indigo dyeing wastewater treatment. In this paper, we describe how these three scaffolds integrated within the PBL style contributed to students’ learning as per the stages of Kolb's Experiential Learning Cycle (ELC). We analyzed the level of the abstract conceptualization stage of ELC through students’ experimental designs (EDs) of the PBL task. The results of the qualitative analysis of the scaffolded and un-scaffolded groups suggest that scaffolded students’ experimental design scores are higher. The qualitative results indicate that the structured group discussion influences the EDs planned by students more than the precursor task and the reading material. All three scaffolds help in the reflective learning and planning of executable EDs for a PBL task. The study indicates that students transitioning into the inquiry laboratory benefit from the inclusion of scaffolding.

Capturing learning from public involvement with people experiencing homelessness to help shape new physiotherapy research: Utilizing a reflective model with an under-served, vulnerable population.

People experiencing homelessness (PEH) have poorer health than housed people but face barriers accessing care and being involved in research. As an often-ignored group, their contribution to help shape research that is for and about them is essential, as it can strengthen the research proposal, in turn facilitating research and outcomes that are relevant to this vulnerable group. Six people with experience of homelessness attended a PPI consultation aided by Pathway, a UK homeless peer advocacy charity, which coordinates an 'Experts by Experience' group. We present reflections on conducting PPI with PEH that informed the development of a physiotherapy research proposal. Kolb's Experiential Learning Cycle guided reflections across four stages: (1) describing the PPI experience; (2) reviewing and reflecting on the PPI experience; (3) learning from the PPI experience; and (4) planning and trying out learning. Reflections highlighted the importance of: working closely with an advocacy organisation and leader to reach under-served people; the diversity of experiences; using familiar venues, contingency and budget planning; flexibility and 'allowing time; talking less; listening more'; planning for early and ongoing PPI, and the potential of mobile 'one-off' PPI outreach models to reach vulnerable groups. Kolb's Experiential Learning Cycle aided team reflection on feedback from PEH, which helped refine and strengthen a physiotherapy research proposal. The project was unfunded. However, a reflective model helped maximize learning and impact including for future PPI and research. The novel application of Kolb's Experiential Learning Cycle provided structure, facilitated reflectionand enhanced individual and collective learning and may benefit capturing learning from PPI with other vulnerable populations. We highlight how a PPI consultation with people with experience of homelessness helped shape a funding proposal. Additionally, the reflections of the experts by experience team leader are included.

A Study of Concepts and Roles of Experiences in Developing Ideas in Online Visual Design Courses for Beginners : Centering Around Kolb's Experiential Learning Cycle

본 연구는 즉각적인 피드백이 어려운 비대면 교육환경에서 기초시각디자인을 학습하는 학생들이 교수자가 제시한 논제를 해결하기 위해 본능적으로 의지하는 내면의 인식된 경험을 이해하고, 학습 전략으로서 발상 과정에 활용할 수 있는 프로세스 모형을 제언하는데 목적을 두었다. 이에 본 연구에서 초점을 맞춘 것은 기초시각디자인 교육에서 학습자가 효율적인 학습을 위해 활용하는 직·간접적인 사고로서 경험을 이해시키고, 발상의 과정에서 비선형적이고 수평적인 ‘열린 사고’를 할 수 있는 중요한 근원으로서 ‘닫힌 경험’과 ‘열린 경험’으로 정의하였다. 이런 해석을 통해 학습자는 발상에 자신감과 확신을 얻을 수 있는 구체적인 전개과정을 이해하게 될 것이고, 경험속에서 무엇인가를 인출해 말하는 이미지 트레이닝을 하다 보면 타성이 아닌 실험적인 새로움의 완성이라는 결과를 획득하는 순환적인 학습 경험을 하게 된다. 그리고 이런 과정을 통해 학습욕이 강화되고, 의지와 끈기를 길러주며 학습에 몰두하게 된다는 것을 시사하였다. 이러한 경험의 구조적인 사고로서의 프로세스를 연구하기 위해 kolb의 경험학습을 토대로 의미를 찾아가는 사고모델을 구체적으로 설정하고, 기초시각디자인 교육에서 경험을 통해 논제가 전개되는 발상모형을 설정하였다. 이렇게 설정된 발상모형을 교수자가 제시한 ‘한 가지의 형태’인 논제를 학습자가 ‘다양한 형태’로 의미를 질서있게 읽어낼 수 있는 문해력의 배양으로서 의미가 있을 것이다.This study aims to understand perceptual experiences that students, who learn visual design by taking a remote learning course for beginners and therefore learn in environments where it is difficult to get prompt feedback, rely on by instinct to handle the subject given by an instructor. Further, this study aims to suggest a process model which can be used as a tool for the process to develop ideas and recommends the use of this model as a learning strategy. To achieve these aims, the study focuses on direct or indirect thinking processes that students use to effectively learn in visual design courses for beginners and defines closed experience and open experience , both of which play crucial roles in understanding experiences, using non-linear and lateral thinking, and being open-minded during the process to develop ideas. What this study suggested will enable students to repeatedly go round the learning cycle. There are phases to the learning cycle and, in these phases, students will learn about specific stages, which will make them become confident of their ideas, and practice recalling and telling about certain experiences in imagery training. Imagery training will make students get results-in other words, students will develop exceptional, experimental, and absolutely fresh ideas. The findings of this study suggest that going through these phases motivates students to study, encourages them to have stronger will and patience, and makes them more enthusiastic about learning. In this study, a detailed thinking model which allows students to seek meaning was designed using Kolb s Experiential Learning Theory in order to investigate the process, structured thinking through experiences. Another thinking model, which helps students in visual design courses for beginners handle subjects with their experiences, was designed as well. Since this model improves student s literacy and enables a student to infer the meaning easily from the context of the subject, which is given by an instructor as one way of teaching, using various ways of learning, this model will prove valuable.

SITUATED LEARNING PERSPECTIVE FOR ONLINE APPROACHES TO LABORATORY AND PROJECT WORK

The engineering laboratory in a university is where most students feel they are entering a place where engineering is done and practiced. With the COVID-19 pandemic many Canadian universities closed theircampuses and teaching moved online. This closed off access to laboratories and their rich range of resourcesand experiences to students. We use a situated learning framework to consider the online lab. To furtherreinforce the examination of the online approach we used the Kolb experiential learning cycle to complement the situated framework. Using examples from our own courses we look at the three areas of situated learning,activities and interactions, mediation, and participation and identity. The examination shows the insight fromusing this framework and learning cycle can be valuable, including insight into the stages of learning and howthose stages can be developed.

The Effects of Video Instruction on Neuroscience Intensive Care Unit Nursing Skills in Case Presentations and Neurological Examinations.

BACKGROUND: The emergence of neuroscience intensive care units (NSICUs) for the past decades has led to growing interest in targeted training for NSICU nurses. We sought to evaluate the use of video instruction on NSICU nurses' skills in case presentations and neurological examinations, which has timely advantages as an asynchronous and distanced learning modality. METHODS: We enrolled NSICU and surgical intensive care unit nurses who took shifts in the NSICU at our institution. Participants were observed by a neurocritical care attending physician presenting the clinical details of an admitted patient and conducting a neurological examination, with both parties completing a 10-item evaluation on NSICU nursing presentation and examination skills. Participants randomized to an intervention group were given access to an instructional video on NSICU nursing skills. A median of 21 days later, participants were observed by a physician blinded to study randomization, with both parties recompleting the evaluation. Differences between day 1 and day 21 scores were analyzed using paired sample t tests. RESULTS: Fifteen NSICU and 55 surgical intensive care unit nurses were enrolled. Surgical intensive care unit nurses in both the intervention and control groups had statistically significant improvement between day 1 and day 21 physician-rated scores, with a greater increase in the intervention group; self-rated scores did not change. For NSICU nurses, there were no differences in physician-rated or self-rated scores for either group. CONCLUSIONS: Surgical intensive care unit nurses who underwent direct observation and self-evaluation had improvement in physician-rated NSICU nursing skills, likely as these activities allowed for reflective observation in Kolb's experiential learning cycle. Greater improvement in participants who viewed an instructional video highlights its value as a teaching modality for nurses.

Undergraduate Novice Researchers’ Experiences in Conducting Mini-Research in Education: Kolb Learning Cycle

This study investigated eight pre-service English teachers’ first experiences in conducting mini-research analyzed using four stages of Kolb Experiential Learning Cycle, consisting of Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualisation (AC), and Active Experimentation (AE) stages. It was conducted to fill the void in studies in the area of research methods instruction in the English as Second Language (ESL) context. The study used qualitative analysis on secondary data in the forms of student reflections. Through Thematic Analysis, this study found five themes. From three themes of experiences, it was found that the participants’ experiences were mainly in the first three stages of the cycle, CE, RO, and AC. Only two of the five themes suggested that the participants had achieved, to certain extent, AE stage, characterized with decision-making and problem solving, which may be attributed to the participants’ being beginner researchers who still needed more experiences in research.

Kolb’s Experiential Learning Cycle

John Dewey (1938) said all learning happens through experience. The quality of the learning, however, depends on the quality of the experience. This module introduces the four stages of Kolb's experiential learning cycle, each of which contributes unique aspects into a learning experience. Examples from both educational contexts and common life experiences are used to illustrate the role each stage plays in maximizing the learning within an experience.

Flexibility in Learning and Teaching Styles in an Accounting Course. “Deming Towards Kolb”

This work aims to investigate the effect of a holistic approach to teaching on both the educator&amp;rsquo;s learning and teaching styles and on student performance. To this end, an experimental holistic approach was adopted, L&amp;rsquo;Ascolto&amp;reg;, which uses the Deming PDCA cycle for the design (Plan), management (Do), evaluation (Check) and improvement (Act) of teaching processes. The aim is to encourage educators to &amp;ldquo;train&amp;rdquo; their flexibility in learning by following the Kolb Experiential Learning Cycle. The paper is presented as an original study aimed at empirically examining the effects of an experimental holistic approach (L&amp;rsquo;Ascolto&amp;reg;) on the educator&amp;rsquo;s experiential learning process in a university accounting course. On one hand, the results show positive student performance, while, on the other, the positive effects of the educator&amp;rsquo;s experiential learning emerge, as evidenced by the different teaching styles adopted during the course (flexibility).

Psychological wellbeing among psychiatry residents: dealing with stigma starts from our home

Introduction: Empathy is the most essential skill to be cultivated during psychiatric training and stigma is the antithesis. While the department is perceived to be a place where empathy abounds, several pieces of evidence show the contrary reality. Methods: The authors reflect on the training experience using Kolb's experiential learning cycle framework. PubMed, Google Scholar, and EMBASE search using term psychiatry trainee stigma, psychiatry trainee wellbeing, resident wellbeing, psychiatry trainee and resident counselling, with abstract and full-text reviewed during the conceptualization of the paper. Results: Literature showed that some trainees at several different centres feel uncomfortable to disclose their mental health issues. It is recommended for the department counselling team to have affiliation with non-faculty psychiatrists to facilitate the helping process. Some identified causes were burnout, poor intergenerational and intercultural communication. Improving self-care, resiliency, and the whole system to create a stigma-free environment were seen as necessary. Conclusion: Mutual reflection and collaborative attitude among staff and residents are essential to improve creativity and well-being. This will have a further impact on an empathic service towards patients and the community.

Peer Coaching: A Holistic Experiential Learning Process in Online Leadership Classes

This paper offers practical reflection and guiding principles on how to facilitate a holistic experiential learning process for online students with the use of peer coaching, in which two students are paired together to have frequent conversations to help each other understand class work and practice interpersonal skills. Peer coaching is an effective way for students to engage in all learning modes around the Kolb experiential learning cycle and improve their learning experience in online classes. In peer coaching, students learn from the diversity of their peers, better understand and apply class concepts in their own lives, gain specific leadership skills to help with their future personal and professional development, feel more connected and engaged with the class, and build deep relationships with their classmates. This paper describes the activities involved in peer coaching and how technology could be used in both the design and implementation of this practice.

Experiential learning with live case studies

The purpose of this mixed method study is to explore the opinions of students, lecturers, and founders/CEOs about the use of live case study firms as a learning method using the theoretical framework of Kolb's experiential learning cycle. The findings suggest that the use of live case study firms in strategic management classes enhances the in-class learning experience, the quality of the group work, and the level of learning outcomes of students, produces high quality and useful output for the live case study firms, and helps a business school to develop future managers for sustainability firms. The findings of this study have a high practical significance for students, the business school, and the live case study firms. This paper also contributes to the existent literature with its constructive perspective of design learning experiences, which puts a higher emphasis on learnability through theoretical and philosophical foundations of experience-based teaching and learning.