Shaping Managerial Values: Incorporating Experiential Learning in Management Education

  • Pallvi Arora


This chapter argues that a major concern for management education has long been to shape managerial values in students—values that are intrinsically driven, self-motivating and ethically appropriate. Acknowledgement of the relevance of social and environmental pressures on managerial behaviour should begin at an individual level and then spread through the entire organisation or institution.

By this argument, the role of management education is to motivate future leaders and organisational members with an innate will to support societal and environmental concerns and to contribute to society, and experiential learning methods as a central component of management education programmes are claimed to deliver extraordinary results along these lines. This chapter describes how implementation of Kolb’s (Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall, 1984) learning style theory can assist in creating a holistic approach to management education whereby educators, curricula and students combine to establish connections between individual value systems and contemporary realities. The task is to train the educators, management students and others at the grassroots level to nurture self-dedicated managers who will help to build societies that exist in harmony with natural and created ecosystems.


Experiential learning Value system Management education 


  1. Adler, P. S. (2002). Corporate scandals: It’s time for reflection in business schools. Academy of Management Executive, 16(3), 148–150.Google Scholar
  2. Akrivou, K., & Bradbury-Huang, H. (2015). Educating integrating catalysts: Transforming business schools toward ethics and sustainability. Academy of Management Learning & Education, 14(2), 222–240.CrossRefGoogle Scholar
  3. Baruch, Y., & Leeming, A. (1996). Programming the MBA Programme—The quest for curriculum. Journal of Management Development, 15(7), 27–36.CrossRefGoogle Scholar
  4. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc.Google Scholar
  5. Bruce, G., & Edgington, R. (2008). Ethics education in MBA programs: Effectiveness and effects. International Journal of Management and Marketing Research, 1(1), 49–69.Google Scholar
  6. Cornelius, N., Wallace, J., & Tassabehji, R. (2007). An analysis of corporate social responsibility, corporate identity and ethics teaching in business schools. Journal of Business Ethics, 76(1), 117–135.CrossRefGoogle Scholar
  7. Cowton, C. J., & Cummins, J. (2003). Teaching business ethics in UK higher education: Progress and prospects. Teaching Business Ethics, 7(1), 37–54.CrossRefGoogle Scholar
  8. Crane, A., & Matten, D. (2004). Questioning the domain of business ethics curriculum. Journal of Business Ethics, 54(4), 357–369.CrossRefGoogle Scholar
  9. Crane, A., Matten, D., McWilliams, A., Moon, J., & Siegel, D. S. (2008). The Oxford handbook of corporate social responsibility. Oxford: Oxford University Press.Google Scholar
  10. Crane, F. (2004). The teaching of business ethics: An imperative at business schools. Journal of Education for Business, 79(3), 149–151.CrossRefGoogle Scholar
  11. Dewey, J. (1996). Theory of the moral life. Ardent Media.Google Scholar
  12. Falkenstein, M. (2014, December 18). Ethics, sustainability and responsibility in business and management education. Retrieved from European Association of International Education:
  13. Felton, E. L., & Sims, R. R. (2005). Teaching business ethics: Targeted outputs. Journal of Business Ethics, 60(4), 377–391.CrossRefGoogle Scholar
  14. Gardiner, L., & Lacy, P. (2005). Lead, respond, partner or ignore: The ole of business schools on corporate responsibility. Corporate Governance: The International Journal of Business in Society, 5(2), 174–185.CrossRefGoogle Scholar
  15. Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4, 75–91.CrossRefGoogle Scholar
  16. Giacalone, R. A., & Jurkiewicz, C. L. (2003). Right from wrong: The influence of spirituality on perceptions of unethical business activities. Journal of Business Ethics, 46(1), 85–97.CrossRefGoogle Scholar
  17. Hanson, W. R., & Moore, J. R. (2014). Business student moral influencers: Unseen opportunities for development? Academy of Management Learning & Education, 13(4), 525–546.CrossRefGoogle Scholar
  18. Jarvis, P. (1987). Meaningful and meaningless experience: Towards an analysis of learning from life. Adult Education Quarterly, 37(3), 164–172.CrossRefGoogle Scholar
  19. Jennings, M. M. (2004). Incorporating ethics and professionalism into accounting education and research: A discussion of the voids and advocacy for training in seminal works in business ethics. Issues in Accounting Education, 19(1), 7–26.CrossRefGoogle Scholar
  20. Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4, 193–212.CrossRefGoogle Scholar
  21. Kolb, D. A. (1984). Experiential learning: Experience as a source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice Hall.Google Scholar
  22. Koljatic, M., & Silva, M. (2015). Do business schools influence students’ awareness of social issues? Evidence from two of Chile’s leading MBA programs. Journal of Business Ethics, 131(3), 595–604.CrossRefGoogle Scholar
  23. Lau, C. L. (2010). A step forward: Ethics education matters! Journal of Business Ethics, 92(4), 565–584.CrossRefGoogle Scholar
  24. Lewin, K., & Gold, M. (1999). The complete social scientist: A Kurt Lewin reader. American Psychological Association.Google Scholar
  25. Mande, W. M. (2012). Business ethics course and readiness of MBA students to manage ethically. African Journal of Business Ethics, 6(2), 133–142.CrossRefGoogle Scholar
  26. Matten, D., & Moon, J. (2004). Corporate social responsibility education in Europe. Journal of Business Ethics, 54(4), 323–337.CrossRefGoogle Scholar
  27. Michaelson, C. (2016). A novel approach to business ethics education: Exploring how to live and work in the 21st century. Academy of Management Learning & Education, 15(3), 588–606.CrossRefGoogle Scholar
  28. Miller, R. E. (2009). The ethics narrative and the role of the business school in moral development. Journal of Business Ethics, 90(Suppl. 3), 287–293.CrossRefGoogle Scholar
  29. Moon, J., & Shen, X. (2010). CSR in China research: Salience, focus and nature. Journal of Business Ethics, 94(4), 613–629.CrossRefGoogle Scholar
  30. Neelankavil, J. P. (1994). Corporate America’s quest for an ideal MBA. Journal of Management Development, 13(5), 38–52.CrossRefGoogle Scholar
  31. Nicholson, C. Y., & DeMoss, M. (2009). Teaching ethics and social responsibility: An evaluation of undergraduate business education at the discipline level. Journal of Education for Business, 84(4), 213–218.CrossRefGoogle Scholar
  32. Pfeffer, J., & Fong, C. T. (2004). The business school ‘business’: Some lessons from the US experience. Journal of Management Studies, 41(8), 1501–1520.CrossRefGoogle Scholar
  33. Phillips, S. M. (2004). Ethics education in business schools. Report of the Ethics Education Task Force to AACSB International’s Board of Directors.Google Scholar
  34. Piaget, J., & Inhelder, B. (2008). The psychology of the child. Basic Books.Google Scholar
  35. Pless, N. M., Maak, T., & Stahl, G. K. (2011). Developing responsible global leaders through international service learning programs: The Ulysses experience. Academy of Management Learning & Education, 10(2), 237–260.Google Scholar
  36. Power, S. J., & Lundsten, L. L. (2001). MBA student opinion about the teaching of business ethics: Preference for inclusion and perceived benefit. Teaching Business Ethics, 5(1), 59–70.CrossRefGoogle Scholar
  37. Quiñones, M. A., & Ehrenstein, A. (1997). Training for a rapidly changing workplace: Applications of psychological research. American Psychological Association.Google Scholar
  38. Rasche, A., Gilbert, D. U., & Schedel, I. (2013). Cross-disciplinary ethics education in MBA programs: Rhetoric or reality? Academy of Management Learning & Education, 12(1), 71–85.CrossRefGoogle Scholar
  39. Rossouw, G. (2002). Three approaches to teaching business ethics. Teaching Business Ethics, 6(4), 411–433.CrossRefGoogle Scholar
  40. Segon, M., & Booth, C. (2009). Business ethics and CSR as part of MBA curricula: An analysis of student. International Review of Business Research Papers, 5(3), 72–81.Google Scholar
  41. Steiner, S. D., & Watson, M. A. (2006). The service learning component in business education: The values linkage void. Academy of Management Learning & Education, 5(4), 422–434.CrossRefGoogle Scholar
  42. Swanson, D. L., & Fisher, D. G. (2008). If we don’t know where we’re going, any road will take us there. In D. L. Swanson & D. G. Fisher (Eds.), Advancing business ethics education (pp. 1–23). Charlotte, NC: Information Age Publishing.Google Scholar
  43. Synergos. (2018). PricewaterhouseCoopers’ Project Ulysses—Linking global leadership training to community development. Retrieved January 19, 2018, from

Copyright information

© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Pallvi Arora
    • 1
  1. 1.University of JammuJammuIndia

Personalised recommendations