Experiential Learning and the Moral Duty of Business Schools

Business schools increasingly advocate for, and embed in their curriculum, a variety of experiential learning practices intended to enhance student learning outcomes. Drawing on Schatzki’s (1996) and Nicolini’s (2012) practice theory work, we propose that understanding experiential learning in business schools as “doings and sayings” has yet to be considered in terms of their moral enactment. We describe experiential learning as made up of...