Experiential learning in the international classroom: Supporting learning effectiveness and integration

Increasing diversity in business education and practice has created two key priorities for educators: how to integrate
new student groups, most notably from China and the Far East, into the educational process; and, how to better prepare
students for working in diverse organisations. Traditional teaching methods have been weak on supporting the integration
needed to realise these aims and experiential approaches are suggested as a useful alternative. This paper reports on an
assessment of how the experiential learning approach works with globally diverse students and how it contributes to
integration, through use of a simulation exercise in business teaching. Broad support was found for the use of the
exercise across diverse student groups.