Applying Kolb's Experiential Learning Theory to an Event Management Course: Practical Guidelines for Educators

Abstract

While experiential learning is well established in higher education, several scholars called for more studies on how to embed it for event management students. This article aims to answer these calls by investigating student and instructor perspectives on delivering a live event for a postgraduate course in an English university. It uses primary as well as secondary data from previous studies to suggest how to plan an experiential learning course. Findings provide practical recommendations to educators in relation to four elements: teaching content; resources and support; assessment; and links to employability. While doing so, Kolb's cycle is reviewed and a new model of experiential learning for event management students is suggested. Thus, this article expands the current debate on experiential learning and suggests practical guidelines for event management educators.