Experiential Learning for Effective Knowledge Transfer and Mission Achievement: A Case Study

Francis Wamukota Wambalaba, Akosa E. Wambalaba, Juliana Mulaa Namada and Paul Katuse
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Francis Wamukota Wambalaba: United States International University Africa, Kenya
Akosa E. Wambalaba: United States International University Africa, Kenya
Juliana Mulaa Namada: United States International University Africa, Kenya
Paul Katuse: United States International University Africa, Kenya

International Journal of Marketing and Sales Education (IJMSE), 2019, vol. 2, issue 2, 43-57

Abstract: Traditional university mission statements are multifaceted. The majority focus on fundamentals: teaching, research, and service. Most core values are holistic learning, freedom of expression, and openness. However, recent trends appear to embrace a consumerist “transactional approach” emphasizing competitiveness, superiority, self-interest, and quantifiable quality with students as primary customers. At a time when students are demanding value for money, universities must endeavor to balance private interests with traditional universities' values. Hence, consideration of some form of experiential learning and knowledge transfer in universities' mission statements is expected to enrich student learning, add value to society, and also meet the transactional approach requirements. This paper explores theoretical and conceptual approaches to the learning process including theories, models, and perspectives. The United States International University's experience is used as a case study with reference to integrative learning experiences in the General Education (GE) courses, the Collaborative Active Learning Model (CALM) Approach to Learning, and the Global Executive MBA Program, and the knowledge transfer experiences in the GAME Center Living Lab, the Agent Net Work, and the Entrepreneurial Simulation.

Date: 2019
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