Developments in Business Simulation and Experiential Learning , Volume 28 , 2001 ASSESSING THE EFFICACY OF EXPERIENTIAL LEARNING IN A MULTICULTURAL ENVIRONMENT

Experiential learning theory posits that it is through performance, reflection and repetition that skills are developed. But, does experiential learning “deliver” on its promise in an increasingly multicultural management environment? A test of this proposition, conducted over a one year period with fourth year (senior) undergraduate management students would seem to indicate that such is not the case. This paper describes that test in a multicultural environment where eighty percent of the participants are products of a western cultural background, but the remaining twenty percent bring a wide range of alternate cultural baggage to the learning process. Simple statistical analysis leads to the conclusion that, while critical analysis and problem solving training through experiential exercises are marginally effective in the western cultural context, such techniques are less effective without the traditional western cultural foundation. BACKGROUND: EXPERIENTIAL LEARNING Experiential learning has become a fashionable concept in business education over the past few decades as indicated by the growing body of knowledge relative to the subject (Weil & McGill, 1989; Gentry, 1991; Boyer, 1998). According to one expert, “Experiential learning is participative, interactive and applied. It allows contact with the environment, and exposure to processes that are highly variable and uncertain. It involves the whole-person; learning takes place on the affective and behavioral dimensions as well as the cognitive dimension” (Gentry, 1991, 20). This approach to knowledge acquisition has been touted as one of the major educational improvements of the last half century. But, are these accolades justified? Does experiential learning “deliver” on its promise of building a broader and stronger foundation for leaders who face a knowledge intensive future? And does it do so in an increasingly multicultural management environment? After a discussion of the theoretical construct underlying experiential learning exercises, a simple hypothesis test is described. Based on this test, some discussion of the apparent effectiveness of experiential learning exercises in a multicultural environment is offered, suggesting some caution may be advised in the extensive use of experiential learning exercises in the multicultural undergraduate context. THEORETICAL FOUNDATION Building on early fundamentals from educational science proposed by John Dewey in 1928, the work of Kurt Lewin developed the foundation for what is considered the study of organisational behaviour. Along with a complementary effort in the area of learning dynamics by Jean Piaget, these works provide the theoretical underpinnings for the concept of experiential learning (Morse, 1997). Resting on this foundation of strong intellectual rigor, Kolb (1984) integrates not only these basics, but also sets out the fundamentals of what might be called the Experiential Learning Model. The model proposes that learning takes place in four successive stages: firstly, the learner completes a specific experience which tests existing abstract concepts in an attempt to validate those concepts; secondly, a feedback process is included which allows observation and reflection as a form of assessment of that experience, which leads to review, and perhaps modification of the learner’s body of knowledge. Once completed, the learner moves on to a new (or repeat) experience, which perpetuates the learning cycle. As a result, this model suggests experience as learning, and incorporates feedback into the learning dynamic. Thus, successive experiences build a knowledge base where concepts are both validated and reinforced through real applications. In perhaps an overly simplistic summary, Kolb (1984) also argues that learning styles vary with the individual based on a number of different factors: personality type, educational specialization, professional career, current job role and level of cultural and social development. Further, this variation occurs based on relative changes between these factors over time. A conclusion, therefore, is that while each individual has a single dominant learning style, such styles are adaptive, and are dependent on both individual (internal) and environmental (external) conditions. His argument is that continuing experience(s) provide the dynamic which facilitates further, cumulative learning. Building on this foundation, Graham Gibbs (1988) suggests that the learning cycle is not a discrete set of events, but is a continuous cycle which expands as the