Turning Experience into Experiential Learning: A Framework for Structuring Internships

Hugh M. Cannon, Bryon Geddes


Internships have become a major feature of modern college education, especially in schools of business. They provide students with practical experience in an actual working environment as well as a useful entrée to future job opportunities. This is potential good news for proponents of experiential learning. Internships are by their very nature highly experiential. However, experience is not the same as experiential learning. This paper draws on prior work in experiential learning theory to suggest practical mechanisms for making internships more effective as learning experiences.

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Copyright (c) 2019 Hugh M. Cannon, Bryon Geddes

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