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It raised many questions when students at Dalhousie University were asked, as part of an experiential learning class assignment, to help someone escape North Korea in 2015. When students organized human rights protests, fundraised for a rescue team within China to escort refugees to safety, and engaged politicians on North Korean refugee needs, it challenged the norms of experiential learning in a university setting. Is political engagement appropriate for the classroom? Should Canadian students even get involved with such complex human rights and political issues? Most importantly, could this experience still be considered experiential learning if the students never met the North Korean refugee? If they never went there? And if they organized their efforts all entirely in the classroom for credit? In this chapter I argue that actions of solidarity can have an important place in experiential learning. The chapter explains the classroom experience of building solidarity with vulnerable populations a world away, and argues that deep values of solidarity can emerge from the classroom, even to places that are impossible to go to.

AbstractWe use a sample of international joint venture announcements to test the hypothesis that organizations learn from experience, such that prior learning enhances the value of later ventures. We find that experience with ventures in the same foreign location, as well as experience with international joint ventures in general, is valued by the market. In contrast, experience in the same type of joint venture activity does not add any incremental value. These findings suggest the market recognizes and values some, although not all, forms of organizational learning.

In recent decades, there has been growing pressure to prepare students for citizenship with an orientation to equality and participation. To engage students' interest, it is generally recommended that teachers provide experiences of simulations, games and themed projects. There are, however, philosophical, legal, empirical and pedagogical justifications for basing citizenship education on experiential learning in which students actually perform as citizens, giving voice to their own concerns and taking appropriate action. A qualitative study introduced students in an Israeli elementary school to experiential learning of active citizenship – complete rounds of observing, thinking, doing and feeling – with the help of the model for Practising Participatory Citizenship (PPC). Students were encouraged to make suggestions for improving everyday life at school. With the guidance of PPC, small groups voiced their views, decided what needs were most urgent, planned changes and carried out their plans. Data show that the structure of PPC enabled students in groups with members of diverse ages to communicate respectfully, present reasoned arguments, take collaborative action and reflect on their accomplishments. Students acting as participating citizens were enthusiastic about the process and acquired sensitivity to the diversity of group members' needs. There are indications that practising participation and voice throughout the years of schooling can ensure the internalization of a habitus that augers well for good citizenship in adulthood. Their teachers, however, found it difficult to stick to the role of facilitators. To enable potential facilitators to make the necessary adaptive change in their perspective, future implementations of PPC with school children could be preceded by facilitators' intensive practice of participation and voice.

This paper reports on a rich, qualitative research study that aimed to discover how undergraduate and culturally diverse students experienced a collaborative, international, online, experiential project to learn about intercultural communication. Student participants in the study endorsed experiential learning in culturally diverse groups about intercultural communication through intercultural communication. The data revealed how participants made sense of and responded to intercultural communication amongst team members by juxtaposing personal experience of working in the online international learning group, their own cultural heritage and the literature available to them. The author concludes that experiential learning is a powerful tool for learning about intercultural communication through intercultural communication in the context of online, international and culturally diverse teams working on business case studies. It is also recommended as an activity that serves the process of internationalising a business communication curriculum and some of the broad aims of global citizenship.

Despite the wealth of experience among simulation scholars, there is still little consensus on how to link gaming attributes to specific learning objectives. This article aims to contribute to this discussion and argues that specific simulation design can lead to reaching pre-defined learning objectives. The authors present a teaching project developed and executed for the Netherlands Defense Academy, how it was set up in 2005, and the way it evolved over time. The authors discuss how the methodology fits into the academic debate on the strengths of experiential learning. The simulation methodology used is rooted in experiential learning and typically supports standard learning goals and styles. When dealing with a specific target group, it is possible to pinpoint one specific, overarching learning objective. This allows trainers to link each individual aspect of the simulation design to that particular learning goal and, in turn, provides a valuable framework to develop, run and evaluate simulation exercises. The authors discuss how two innovative elements in simulating gaming can help to make such an approach work: combining closed and open scenarios, and new communication software that allows for continuous supervision during the game. The conclusions discuss how students respond to the challenges during the game and what the data from debriefings tells us about the methodology's learning appeal for a military target group. Adapted from the source document.

Across higher education institutions, the study of conflict and its resolution takes place under many programmatic and departmental labels. These include, among others, Conflict Analysis and Resolution (CAR), Peace Studies, Peace and Conflict Studies, Social Justice Studies, and Dispute Resolution as well as Anthropology, International Relations, Political Science, Legal Studies, Psychology, Sociology, and other traditional disciplines. The variety of institutional homes helps to account for what is a widely diverse set of approaches to teaching about conflict. Relatedly, conflict pedagogy is shaped by other aspects of institutional histories. For example, the current School for Peace & Conflict Studies at Kent State University in Ohio (USA) traces its origins to an infamous event in 1971, when four students who were peacefully protesting on the campus were killed by Ohio National Guard troops. The Kent State program's long-standing curricular emphasis on peaceful forms of change reflects the institutional commitment made in response to the campus (and national) tragedy. Trends in conflict education can also follow from broader priorities, such as the post-9/11 proliferation of courses focused on preventing terrorism and countering violent extremism, and the new programs of study in social justice and human rights that take up longstanding concerns of the conflict field, such as structural violence, discrimination, identity conflicts, and inequality. ; peer-reviewed