The Role of Experiential Learning in Teaching Organizational Leadership

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Abstract

Can leadership be taught? If so, what is the most effective method for doing so? These are important questions for those in education and management to consider. To better understand these questions, it is helpful to look at definitions of leadership versus management and to explore reasons why organizations need both. The use of experiential learning models developed by various researchers can be applied to the challenge. This article examines these constructs and then takes a closer look at a specific doctoral program in organizational leadership provided by Brandman University in Southern California. This program is making successful use of such constructs as evidenced by student self-reported perception on their growth as a leader. Student exit survey data is analyzed, generating three areas of emphasis: growth in knowledge about leadership, gain in capacity as a leader, and overall perceived growth as a leader. The results indicate that students overwhelmingly believe they have grown in all three areas of emphasis. The analysis also reinforces the need to use experiential learning methods that balance content acquisition with real-time experiences of consequence to create an optimal environment for student growth.