Purpose ‐ The main purpose of the article is to contextualise the potential contribution that experiential learning may offer to those engaged in academic and professional management development, pedagogy and education. It has consequences for a range of applications
in this field from curriculum design and teaching to individual/personal development and the recruitment and retention of talent in professional and commercial organisations. Design/methodology/approach ‐ The article suggests an original, conceptual framework for
experiential learning that draws on both scholarly and experimental management. Findings ‐ While under-represented in the scholarly pedagogy of management this article precedes a demonstration of an evidently powerful if methodologically challenging articles on a
powerful approach to management development. Research limitations/implications ‐ This article limits and delimits experiential learning theory and practice. It offers a framework for an empirical mapping of this important area of management practice which is currently
under-represented in academic writing and practice. Practical implications ‐ This article suggests an array of interdisciplinary applications for the principles of experiential learning. Originality/value ‐ This paper suggests an original
context for our initial EABIS Experiential Learning symposium and the articles that came from it.