Experiential Learning in Higher Education: Bucketfeet in the Classroom


Page 214 - Developments in Business Simulation and Experiential Learning, volume 42, 2015 

 

ABSTRACT 
 

Experiential learning theory defines learning as “the process 

whereby knowledge is created through the transformation of 

experience” (Kolb, 1984). Experiential learning creates an ac-

tive learning environment where students are engaged by doing 

as opposed to passive participants in the learning process; 

these experiences play a central role in learning and develop-

ment (Kolb, 1984). Therefore, experiential learning scholars 

believe that “to improve learning in higher education, the pri-

mary focus should be on engaging students…” (Kolb, A. & 

Kolb, D. 2009). This paper addresses how experiential learning 

is incorporated in higher education to better prepare graduat-

ing students as they transition from college to their career. Dur-

ing the Fall 2013 semester, students worked on an experiential 

client-based project to provide strategic solutions to emerging 

sneaker brand Bucketfeet’s identified business challenges. 

“While there is some debate over the linkage between experien-

tial learning and authentic learning, it is clear that students 

learn through real life experiences…to shape future experiences 

(Buriak, McNurlen & Harper, 1996). 

EXPERIENTIAL LEARNING IN HIGHER EDUCATION: 

BUCKETFEET IN THE CLASSROOM 
 

Kate Schaefer 

Columbia College Chicago 

kschaefer@colum.edu