Exploring experiential learning in the fully employed (FEMBA) prgrams

The literature is replete with studies of student satisfaction of experiential learning strategies employed in learning practical skills in preparation for the business world. This qualitative study explored a) faculty perceptions of experiential learning, b) administrators' expectations for use of experiential learning in Fully Employed MBA (FEMBA) programs, and c) barriers to its use in graduate business classrooms and courses. This study further explored ways administrators can increase implementation of experiential learning in graduate business programs. Data was collected by a) interviewing faculty and administrators, b) observing classroom instruction, and c) analyzing course syllabi. Findings indicate that both faculty and administrators positively perceived experiential learning techniques and administrators had high expectations for its use in the classroom. Administrators and faculty also identified barriers to its implementation in graduate business courses. Lastly, findings from this study provide implications that can be applied by administrators and faculty to provide mentoring, shadowing, and training within FEMBA programs.