Collaborative engagement experience-based learning: a teaching framework for business education

Shelly L. Freyn, Mina Sedaghatjou, Sheree Rodney

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Purpose: An academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work. Design/methodology/approach: This exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students. Findings: Results suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions. Originality/value: The CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.

Original languageEnglish (US)
Pages (from-to)1252-1266
Number of pages15
JournalHigher Education, Skills and Work-based Learning
Issue number5
StatePublished - Oct 19 2021
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Life-span and Life-course Studies


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