Addressing the Crisis in Higher Education: An Experiential Analysis

Bryon Chadwick Geddes, Hugh M. Cannon, James N. Cannon


Drawing on Buckminster Fuller’s concept of the knowledge-doubling curve, the thesis of this paper is that the rate of accumulation now exceeds the rate at which college students are able to absorb new knowledge. The result is that many college students are graduating heavily in debt, but without the knowledge and skills they need to compete in today’s workplace. To address this, we propose that colleges and universities should invest relatively more time and resources in developing students’ capacity to rapidly acquire relevant knowledge and skills as needed, thus enabling the students to quickly adapt to new work environments as they enter the workforce. Our paper draws on experiential learning theory and its underlying concept of individual absorptive capacity to suggest how business curricula might be reformulated to develop students’ ability to recognize and acquire relevant knowledge and skills.


marketing, service dominant logic, experiential learning, higher education

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