Bridging Faculty–Student Gaps in Experiential Management Education : An Indian Perspective
Authors
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Shahanaz D.
Assistant Professor (Corresponding Author), School of Management, The Apollo University, Chittoor - 517 127, Andhra Pradesh
https://orcid.org/0009-0008-2188-9351
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Masthan D.
Chief Mentor, Centre for Leadership Research and Development, Hyderabad - 500 028, Andhra Pradesh
https://orcid.org/0000-0002-2681-0330
DOI:
https://doi.org/10.17010/pijom/2025/v18i10/174990Keywords:
experiential learning, faculty, students, interconnected challenges, and gaps.JEL Classification Codes : A22, I21, I23, M12, M53
Publication Chronology: Paper Submission Date : October 15, 2024 ; Paper sent back for Revision : July 29, 2025 ; Paper Acceptance Date : August 25, 2025 ; Paper Published Online : October 15, 2025
Abstract
Purpose : This study investigated the gaps between faculty and students in experiential management education within the Indian context by exploring the interrelated challenges faced by both stakeholders.
Methodology : A questionnaire comprising closed and open-ended questions was distributed to a random sample of 77 faculty members and 274 students from nine affiliated colleges. Responses were examined through content analysis and descriptive statistics to identify key challenges contributing to the disconnection.
Findings : A significant gap in understanding others’ perspectives existed. Students were facing several social and psychological challenges, unknown to faculty members, who perceived them as disinterested and hesitant to engage. Conversely, students criticized the inadequate support from faculty and management, while faculty highlighted institutional barriers and their own limited proficiency in experiential learning (EL) techniques.
Practical Implications : The study proposed institution-wide, systemic strategies to improve faculty and student engagement in EL. The study also provided policy recommendations, which included establishing accountability frameworks, defining credit benchmarks, and incorporating faculty incentivization mechanisms.
Originality : Unlike prior research that examined faculty and student challenges in isolation, this study explored their interconnections. It extended Kolb’s Experiential Learning Model by demonstrating how perceptual gaps, institutional limitations, and faculty constraints disrupted learner-educator interaction, particularly at the early stages of the EL cycle.
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