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Experiential learning activities in business

education for developing 21st century
competencies

Bibiana Irukaku Noeleen Obi , Titus Iloduba Eze & Nkiruka Felicia Chibuzo

To cite this article: Bibiana Irukaku Noeleen Obi , Titus Iloduba Eze & Nkiruka Felicia Chibuzo
(2021): Experiential learning activities in business education for developing 21st century
competencies, Journal of Education for Business, DOI: 10.1080/08832323.2021.1884521

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JOURNAL OF EDUCATION FOR BUSINESS
https://doi.org/10.1080/08832323.2021.1884521

ORIGINAL AND APPLIED RESEARCH

Experiential learning activities in business education for developing 21st

century competencies
Bibiana Irukaku Noeleen Obi , Titus Iloduba Eze, and Nkiruka Felicia Chibuzo
Department of Technology and Vocational Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria

ABSTRACT KEYWORDS
This study focused on determining the experiential learning activities required of business Business education;
education students for the development of various 21st century competencies and communication and
differences across levels of academic instruction. The study was a descriptive survey, and collaboration; critical
thinking; experiential
341 full-time business education students in a Public University in Anambra State, Nigeria learning; experiential
participated in the study. Questionnaires were used for data collection. Mean and standard learning activities; 21st
deviation were used to answer the research questions while the Kruskal–Wallis was used to century competencies
test the hypotheses. Findings revealed that the respondents engaged in experiential learn-
ing (EL) activities involving simulations, role plays, practice in business laboratories, study of
real life cases, peer assessments, creative competitions and self-directed projects; but not in
reflections.

Introduction organizational and professional operations in most parts

The primary goal of the educational system is to impart
knowledge, skills and attributes that will enable learners
to recognize and reach their full potential in order to
become functional members of a society. Besides, glo-
balization, which has brought complexities in the work-
place, demand that students possess certain
competencies in order to keep up with the rapidly
changing business environment. Some organizations
and agencies, such as the Organization for Economic
Co-operation and Development (OECD), are increas-
ingly requesting education systems to prepare students
with 21st century competencies in order to enable them
to sustain challenges that have now become multifa-
ceted. According to Ananiadou and Claro (2009), the
OECD called on international governments to make an
effort to properly identify, conceptualize and integrate
the required set of skills and competencies into the edu-
cational standards such that every student should be
able to acquire them before graduation.
The requisite 21st century competencies according to
Scott (2015) are the knowledge, skills and attitudes
necessary to be competitive in the workforce, participate
appropriately in an increasingly diverse society, use a
series of new technologies, and cope with the rapidly
changing workplace. Globalization has restructured
of the world toward becoming more knowledge-based
and collaborative in nature. Furthermore, automation is
a more current technology, and as a result, employers
are now hiring people for jobs that require more critical
thinking, digital skills and sophisticated communication
skills (Dunning; Levy & Murname; as cited in Chu,
Reynolds, Notari, Taveres & Lee, 2016). These rapid
changes taking place in the workplace today with the
increasing complexities make it all the more important
for educators to strive to equip their students with 21st
century competencies.
A recent study by Rios, Ling, Pugh, Becker, and
Bacall (2020) revealed that the most prominent 21st
century competencies found to be transferable in differ-
ent contexts and in high demand by employers include
critical thinking, communication and collaboration
competencies. Meanwhile, Gomez (as cited in Obi, Ile,
& Chibuzo, 2020) asserted that the most effective and
efficient methods of assessing and developing the skills
and competencies for the 21st century are through
hands-on and experiential learning exercises.
Experiential learning takes place when a person
who is involved in an activity looks back and evalu-
ates it, determines what was useful or important to
remember, and then uses the information to perform
another activity (Kolb, 1984). Experiential learning is

CONTACT Nkiruka Felicia Chibuzo fn.chibuzo@unizik.edu.ng Department of Technology and Vocational Education, Faculty of Education, Nnamdi
Azikiwe University, Awka, Nigeria.
ß 2021 Taylor & Francis Group, LLC
2 B. I. N. OBI ET AL.
essentially an active learning process through which
the learner develops knowledge, transferable skills and
attitudes from direct experiences within or outside a
classroom setting. Andresen, Boud, and Cohen (2000)
asserted that experiential learning supports a more
participative, learner-centered approach to learning
and places much emphasis on direct engagement, rich
learning activities and the construction of meaning by
learners. Gentry in Elam and Spotts (2004) high-
lighted some activities in experiential learning to
include case discussions, group cases, simulation
games, descriptive/analytic field projects, computer-
assisted instruction, internships, and live cases.
Experiential learning activities can therefore be an
observation activity, hands-on activity, assessment
activity, among others, which eventually assist learners
in constructing knowledge that results in meaning-
ful learning.
Experiential learning has become even more import-
ant especially in business education due to changing
times and the increasing pressure to produce graduates
with 21st century competencies. Clark and White (2010)
asserted that quality university business education pro-
grams must include experiential learning components
which can take many forms including internships of all
types such as simulated, on-campus, and distance; ser-
vice learning or classes that are involved with industries
such as the advertising class that designs advertisements
for clients, or the computer classes that take on projects
for small businesses.
Purpose of the study
The purpose of this study was to determine the
experiential learning activities required of business
education students for the development of 21st cen-
tury competencies. Specifically, the study was
focused on:
1. Experiential learning activities for developing
communication and collaboration competencies
required of business education students.
2. Experiential learning activities for developing crit-
ical thinking competencies required of business
education students.
Research questions
The following research questions guided the study:
1. What experiential learning activities are required
of business education students for the develop-
ment of critical thinking competencies?
2. What experiential learning activities are required
of business education students for the develop-
ment of communication and collaboration
competencies?
Hypotheses
1. There are no statistically significant differences in
the experiential learning activities required of
business education students for the development
of communication and collaboration competencies
across different levels of academic instruction.
2. There are no statistically significant differences in
the experiential learning activities required of
business education students for the development
of critical thinking competencies across different
levels of academic instruction.
Literature review
21st century competencies
The organization for Economic Co-operation and
Development (OECD) in its Definition and Selection
of Competencies (DeSeCo) Project asserts that:
“Competency is more than just knowledge and skills.
It involves the ability to meet complex demands, by
drawing on and mobilizing psychosocial resources
(including skills and attitudes) in a particular context.
For example, the ability to communicate effectively is
a competency that may draw on an individual’s
knowledge of language, practical information and
technology skills and attitudes towards those with
whom he or she is communicating” (Organisation for
Economic Co-operation and Development (OECD),
2003, p. 4).
21st century competencies according to Chalkiadaki
(2018) encompass a broad range of skill sets and profes-
sional attributes, including: creativity, divergent think-
ing, critical thinking, communication, team working,
cognitive and interpersonal skills, social and civic com-
petences, responsible national and global citizenship,
consciousness of interdependence, acceptance and
understanding of diversity, recognition and develop-
ment of personal attributes, interactive use of tools,
digital competence, sense of initiative and entrepreneur-
ship, accountability, leadership, cultural awareness and
expression, physical well-being. Silva (2009) maintained
that in broad terms, 21st century competencies are not
new, but they are just newly important.
The ‘Framework for 21st Century Learning’ pro-
posed by the US-based Partnership for 21st Century
Learning (P21) highlights the ‘4Cs’ (critical thinking,
communication, collaboration and creativity) as a

range of attributes that should be developed within
the context of teaching core subject areas in the 21st
century (Joynes, Rossignoli & Fenyiwa Amonoo-
Kuofi, 2019). This ‘4Cs’ model is based on the asser-
tion that 21st century challenges will demand a broad
set of skills emphasizing the individual’s capabilities in
core subject skills, social and cross-cultural skills, pro-
ficiency in languages, and an understanding of the
economic and political forces that affect societies
(Joynes et al., 2019).
Experiential learning (EL)
Kolb (1984) laid the foundations of modern EL the-
ory. According to this author, the experiential learning
theory is the process whereby knowledge is created
through the transformation of experience. Knowledge
results from the combination of grasping and trans-
forming experience. In the view of Passarelli and Kolb
(2011), EL theory is a dynamic view of learning based
on a learning cycle driven by the resolution of the
dual dialectics of action/reflection and experience/
abstraction. It portrays two modes of grasping experi-
ence- concrete experience and abstract conceptualiza-
tion; and two modes of transforming experience-
reflective observation and active experimentation.
Passarelli and Kolb (2012) continued to insist that
for a learner to engage fully in their learning, a space
must be provided to engage in the four modes cycle
of feeling, reflection, thinking and action. In EL, the
experience of the learner, which may encompass ear-
lier events in the life of the learner, current life events,
or those arising from the learner’s participation in
activities implemented by teachers and facilitators,
occupies a central place in teaching and learning.
Learners analyze their experience by reflecting, evalu-
ating and reconstructing it in order to draw meaning
from it in the light of prior experience (Andresen,
Boud & Cohen, 2000). Lewis and Williams (1994)
asserted that students can process real-life scenarios,
experiment with new behaviors, and receive feedback
in an EL situation.
Experiential learning activities
Some studies (Briers; Pugsley & Clayton; Reitmeier; as
cited in Chavan, 2011) supporting EL in higher educa-
tion state that incorporating EL activities in the class
have been shown to improve grades, assist in improv-
ing attitudes toward challenging material and have
helped students’ motivation by showing them how the
knowledge can be applied to their lives. According to
JOURNAL OF EDUCATION FOR BUSINESS 3
the Partnership for 21st Century Skills (P21, 2007),
when teachers create meaningful learning activities
that focus on the resources, strategies and contexts
that students will encounter in adult life, absenteeism
rates fall, cooperation and communication grow, and
critical thinking skills and academic performance
improve. Similarly, Kumar and Bhandarker (2017)
stressed that using experiential learning activities also
increases the critical thinking skills among students so
that they can evaluate and appreciate oppos-
ing viewpoints.
Though a number of studies have been conducted
on the worth and efficacy of EL, there are still gaps
waiting to be filled. This study will contribute to the
existing literature in at least two ways. First, as a
research study in Nigeria, it examined the EL activities
required of business education students for the devel-
opment of 21st century competencies. Secondly, this
study highlights different EL activities that could be
used specifically in developing critical thinking, com-
munication and collaboration competencies by busi-
ness educators. There seems to be an overlap between
collaboration and communication competencies spe-
cifically in the area of experiential learning activities
that could be used to develop them. Hence, they were
analyzed together in this study.
Method
The full time business education students in the
Technology and Vocational Education Department of
a Public University in Anambra State, Nigeria, were
used for the study. In Nigerian universities, students
admitted through the Joint Admissions and
Matriculation Board (JAMB) are enrolled in full-time
academic programs. The total number of registered
full-time business education students was 341 in the
2019/2020 academic year. All of them were used with-
out sampling. There were 102, 55, 69, and 115 stu-
dents in 100, 200, 300, and 400 levels of academic
instruction respectively. The study was a descriptive
survey. A structured questionnaire was constructed
for data collection. The 26-item questionnaire
included questions about individual level of academic
instruction and questions relating to the research
questions (see Appendix A). The instrument employed
a five-point rating scale of: Strongly agree (SA ¼ 5
points); agree (A ¼ 4 points); undecided (UN ¼ 3
points); disagree (D ¼ 2 points); strongly disagree (SD
¼ 1 point).The instrument was validated by three
experts in business education and the internal consist-
ency determined using Cronbach’s alpha reliability
4 B. I. N. OBI ET AL.
Table 1. Demography of the students.
N ¼ 210 Frequency Percentage (%)
Levels of academic instruction
100 72 34
200 36 17
300 42 20
400 60 29
Total 210 100
technique which yielded a coefficient of 0.88 for the
questionnaire. The questionnaire was administered
online with the help of four research assistants. A
total number of 210 business education students (cor-
responding to 61.5% rate of return) responded to all
the questions and were therefore used for
data analysis.
Mean and standard deviation were used to answer
the research questions while the Kruskal–Wallis Test
of significant difference at 0.05 level of significance
was used to test the hypotheses. The data was ana-
lyzed using Statistical Package for the Social Sciences
(SPSS). The decision rule for the research questions
was that any item with a mean rating of above 3.0
would be regarded as agreed while any mean score
below 3.0 would be regarded as disagreed. The
hypotheses tested at 0.05 level of significance were
accepted where p > 0.05 and rejected where p < 0.05.
Results and discussion
The survey involved 210 respondents from different
levels of academic instruction as can be seen in
Table 1.
Table 1 shows greater population of business edu-
cation students in first year (34%), followed by fourth
year (29%), and then third and second year (20 and
17% respectively).
The result of the analysis presented in Table 2
shows that majority of the respondents acknowledged
that they were required to engage in EL activities such
as simulations, role plays, practice in business labora-
tories, study and solving of real life cases, peer assess-
ments, participation in creative competitions as well
as participation in self-directed projects. The mean
ratings of these activities ranged between 3.04 and
3.49. However, EL activities such as business games,
debates, reflections and practicing in companies were
rated as disagreed by the respondents. This was evi-
dent in the mean scores which were less than 3.00
(ranging between 2.69 and 2.93). The standard devia-
tions, which were relatively high in most of the EL
activities listed, show that the responses were relatively
heterogeneous. This is to be expected because students
from different levels of academic instruction partici-
pated in the survey.
This result supported the notion that the use of
cases has grown to be a prevalent and venerable
method of teaching (Elam & Spotts, 2004). The results
also show that the students were not required to
engage in activities such as practice in companies,
which could promote their critical thinking competen-
cies. Business education students however undergo six
months supervised industrial work experience in their
third year; in line with Eze (1985) findings that learn-
ing experiences acquired from supervised industrial
work experience have a significant effect in enhancing
students’ knowledge, skills and work attitude.
However, judging from the high standard deviation of
the item, it appears that students in other levels of
academic instruction apart from the 300 level stu-
dents, do not get to practice in companies (Table 2).
From the analysis in Table 3 it is evident that out
of the 14 groups of EL activities mentioned, the stu-
dents agreed to have engaged in 10 which includes:
group works, group discussions, role plays, peer tutor-
ing, peer assessments, debates, practicums, presenta-
tions, computer simulations and volunteerisms. These
EL activities have mean scores ranging from 3.00 to
3.43. Activities such as socio-drama, report writing,
reflections and video-based activities have low mean
scores and were therefore rated as disagreed (ranging
from 2.84 to 2.91). The relatively high standard devia-
tions in most of the aforementioned activities show
that there were large amount of variation in the
responses. This suggests that students from different
levels of academic instruction are likely to be required
to engage in different set of EL activities.
To evaluate the differences across levels of aca-
demic instruction, the Kruskal–Wallis Test was con-
ducted at 0.05 level of significance.
The results of the Kruskal–Wallis Test of signifi-
cance in Table 4 below show that there were no statis-
tically significant differences between levels of
academic instruction in seven out of the fifteen EL
activities mentioned in the study for the development
of communication and collaboration competencies
(since the P-value ranged from p ¼ 0.069 to 0.348,
that is p > 0.05). The results also reveal statistically
significant differences between levels of academic
instruction and the eight EL activities with P-value
ranging from p ¼ 0.00 to p ¼ 0.027, that is p < 0.05.
Pairwise comparisons indicated that first year EL
activities were significantly different when compared
to third and final year EL activities. However, 100 and
200 levels do not significantly differ in most of the EL
 JOURNAL OF EDUCATION FOR BUSINESS 5

Table 2. Mean and standard deviation of the responses on the experiential learning activities
required of business education students for the development of critical thinking competencies.
N ¼ 210
S/N Experiential learning activities Mean SD Decision
1. Play business games 2.93 1.40 Disagreed
2. Use simulations relating to learning content 3.16 1.16 Agreed
3. Learn through role plays 3.49 1.36 Agreed
4. Practice in business laboratories 3.17 1.58 Agreed
5. Study and solve real life cases 3.20 1.50 Agreed
6. Debates 2.90 1.48 Disagreed
7. Reflections 2.89 1.24 Disagreed
8. Practice in companies 2.69 1.58 Disagreed
9. Peer assess results of team and individual work 3.17 1.37 Agreed
10. Creative competitions 3.29 1.32 Agreed
11. Self-directed projects 3.04 1.48 Agreed

Table 3. Mean and standard deviation of the responses on communication and collaboration competencies com-
the experiential learning activities required of business educa- pared to those in lower levels. This shows that there
tion students for the development of communication and col- are changes in EL learning activities required of busi-
laboration competencies. ness education students as they progress through
N ¼ 210
S/N Experiential learning activities Mean SD Decision
more complex instructional classes (Table 4).
12. Group work 3.10 0.98 Agreed The Kruskal–Wallis Test of significant difference in
13. Group discussions 3.43 1.04 Agreed Table 5 show that there was no significant difference
14. Role playing 3.01 1.27 Agreed
15. Peer tutoring 3.34 1.08 Agreed
between levels of academic instruction and the seven
16. Peer assessment 3.19 1.27 Agreed EL activities required for the development of critical
17. Socio-drama 2.84 1.28 Disagreed thinking competencies. These activities have p-value
18. Report writing 2.90 1.09 Disagreed
19. Debates 3.00 1.28 Agreed ranging from p ¼ 0.082 to 0.431 (that is p > 0.05),
20. Reflections 2.91 1.18 Disagreed hence the acceptance of their null hypotheses. The
21. Practicum 3.01 1.22 Agreed
22. Presentation (oral and written) 3.24 1.17 Agreed result also shows that five out of twelve mentioned EL
23. Computer simulation 3.16 1.13 Agreed activities have p-value ranging from 0.000 to 0.012
24. Video based activities 2.90 1.36 Disagreed (that is p < 0.05). The null hypotheses were therefore
25. Volunteerism 3.00 1.19 Agreed
rejected since there was a statistically significant dif-
ference between levels of academic instruction and the
EL activities required for the development of critical
Table 4. Summary of the Kruskal–Wallis Test analysis of sig-
nificant differences on the experiential learning activities
thinking competencies. The pairwise comparison
required of business education students for the development reveals that there was a significant difference between
of communication and collaboration competencies across dif- most of the EL activities and first year business educa-
ferent levels of academic instruction. tion students compared to third and final year stu-
Experiential learning activities Chi-square df p-Value Decision dents. The descriptive analysis shows that students in
Group work 20.17 3 .000 Significant higher levels of academic instruction (300 and 400
Group discussions 17.72 3 .001 Significant
Role playing 9.22 3 .027 Significant
level students) acknowledged their engagement in
Peer tutoring 3.30 3 .348 Not significant most of the activities; whereas, the lower levels (100
Peer assessment 14.16 3 .003 Significant and 200 level students) disagreed. There was no sig-
Socio-drama 15.32 3 .002 Significant
Report writing 4.10 3 .172 Not significant nificant difference between 100 level and 200 level stu-
Debates 4.80 3 .187 Not significant dents in all of the EL activities.
Reflective writing 5.44 3 .142 Not significant
Practicum 24.17 3 .000 Significant This finding is consistent with the business educa-
Presentation (oral and written) 24.77 3 .000 Significant tion curriculum at Nigerian Universities where stu-
Computer simulation 10.46 3 .015 Significant
Video based activities 5.56 3 .135 Not significant dents are required to undergo teaching practice
Volunteerism 7.10 3 .069 Not significant exercise as well as industrial training during their
third year of study. Hence, 100 and 200 level students
have not had the opportunity to practice in companies
and engage in other activities that could help in the
activities. Furthermore, descriptive analysis shows that development of critical thinking competencies in a
students in higher levels of academic instruction par- formal setting. This result corroborates the findings of
ticipated in more EL activities (excluding role play Hien and Oanh (2018) who discovered that the older
and socio-drama) for the development of the students, the more EL activities they involved in.
6 B. I. N. OBI ET AL.

Table 5. Summary of the Kruskal–Wallis Test analysis of significant differences on the experiential learn-
ing activities required of business education students for the development of critical thinking competen-
cies across different levels of academic instruction.
Experiential learning activities Chi-Square df p-Value Decision
Play business games 12.25 3 .007 Significant
Use simulations relating to learning content 10.96 3 .012 Significant
Learn through role play 6.66 3 .083 Not significant
Practice at laboratories 5.72 3 .126 Not significant
Study and solve real life cases 17.30 3 .001 Significant
Debates 12.89 3 .005 Significant
Reflections 4.65 3 .200 Not significant
Practice in companies 19.80 3 .000 Significant
Peer assess results of team and individual work 4.12 3 .249 Not significant
Creative competition 6.70 3 .082 Not significant
Self-directed projects 2.75 3 .431 Not significant

Conclusion and recommendations 21st century competencies of the students as well as

Based on the foregoing analysis, it is hereby concluded
that business education students are required to
engage in EL activities involving simulations, role
plays, practice in business laboratories, study and solv-
ing of real life cases, peer assessments, participation in
creative competitions as well as self-directed projects
for the development of critical thinking competencies.
They also engage in group works, group discussions,
role plays, peer tutoring, peer assessments, debates,
practicums, presentations, computer simulations and
volunteerisms for the development of communication
and collaboration competencies. However, 100 and
200 level students engage in less EL activities for the
development of critical thinking, communication and
collaboration competencies in comparison to 300 level
and 400 level (final year) students.
The results of this study have important implica-
tions for the teaching and learning of business educa-
tion particularly in developing countries. It provides
insight into the activities that are already incorporated
in business education and also highlights areas that
require further improvement. To graduate students
with strong 21st century competencies, business edu-
cation programs should be deeply rooted in experien-
tial activities.
It is therefore recommended that in the process of
curriculum implementation, business educators, espe-
cially those in developing countries, should devote a
substantial proportion of teaching and learning time
to experiential learning activities, such as reflections,
in order to fully accomplish the educational benefits
of experiential learning. Furthermore, tertiary institu-
tions should establish more industrial collaborations
and strengthen partnerships between schools and
industries in order to create avenues for business edu-
cation students at all levels to apply their knowledge
in real life situations. This would help to develop the
their overall professional capability.
ORCID
Bibiana Irukaku Noeleen Obi http://orcid.org/0000-0003-
2720-8533
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6. Study and solve real life cases
and well-functioning society. In S. D. Rychen & L. H. 7. Debates
Salganik (Eds.). The definition and selection of key compe- 8. Reflections
tencies: Executive summary. G€ ottingen: Hogrefe and 9. Practice in companies
Huber Publishers. 10. Peer assess results of team and individual work
11. Creative competition
Partnership for 21st Century Skills [P21]. (2007). 21st 12. Self-directed projects
Century curriculum and instruction. http://route21.p21.
org/images/stories/epapers/r21_ci_epaper.pdf.
Passarelli, A. M., & Kolb, D. A. (2011). The learning way- Below are various experiential learning activities that
learning from experience as the path to lifelong learning and could help to develop collaboration and communication
development. In M. London (Ed.), Handbook of lifelong competencies. As a business education student, kindly indi-
learning. (pp. 70–90). New York, NY: Oxford University cate the experiential learning activities you have engaged in
Press. doi:1093/oxfordhb/9780195390483.013.0028. using the following keys: Strongly agree (SA); agree (A);
Passarelli, A. M., & Kolb, D. A. (2012). Using experiential undecided (UN); disagree (D) and strongly disagree (SD).
learning theory to promote student learning and develop-
ment in programs of education abroad. Retrieved from
https://weatherhead.case.edu/departments/organizational- S/N Experiential learning activities SD D UN A SA
behavior/workingPapers/WP-11-03.pdf. 13. Group work
Rios, J. A., Ling, G., Pugh, R., Becker, D. M., & Bacall, A.N. 14. Group discussions
15. Role playing
(2020). Identifying critical 21st century for workplace 16. Peer tutoring
success: A content analysis of job advertisements. 17. Peer assessment
Educational Researcher, 49(2), 80–89. doi:10.3102/ 18. Socio-drama
0013189X19890600 19. Report writing
20. Debates
Scott, C. L. S. (2015). The futures of learning 2: What kind
21. Reflections
of learning for the 21st century? (ERF Working Paper No. 22. Practicum
14). Paris: UNESCO Education Research and Foresight. 23. Presentation (oral and written)
Silva, E. (2009). Measuring skills for 21st-century learning. 24. Computer simulation
Phi Delta Kappan, 90(9), 630–634. doi:10.1177/ 25. Video based activities
26. Volunteerism
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