Editing Experiential learning (section)

==In business education==
As higher education continues to adapt to new expectations from students, experiential learning in business and accounting programs has become more important. For example, Clark & White (2010) point out that "a quality university business education program must include an experiential learning component".<ref>Clark, J., & White, G. (2010). "Experiential Learning: A Definitive Edge In The Job Market". ''American Journal of Business Education'', 3(2), pp. 115–118.</ref>  With reference to this study, employers note that graduating students need to build skills in "professionalism" – which can be taught via experiential learning. Students value this learning as much as industry. 

[[Learning style]]s also impact business education in the classroom. Kolb positions four learning styles, ''Diverger, Assimilator, Accommodator '' and ''Converger'', atop the Experiential Learning Model, using the four experiential learning stages to carve out "four quadrants", one for each learning style. An individual's dominant learning style can be identified by taking Kolb's Learning Style Inventory (LSI). More recent researchers have argued that learning styles are a [https://en.wiktionary.org/wiki/neuromyth#English neuromyth], and that categorising learners according to styles is unhelpful and inaccurate.<ref>{{Cite web|url=https://www.learningscientists.org/blog/2017/5/25-1/|title = Learning Styles: A Misguided Attempt to Highlight Individual Differences in Learners|date = 25 May 2017}}</ref> 

Robert Loo (2002) undertook a meta-analysis of 8 studies which revealed that Kolb's learning styles were not equally distributed among business majors in the sample.<ref name=loo>Loo, R. (2002). "A Meta-Analytic Examination of Kolb's Learning Style Preferences Among Business Majors". ''Journal of Education for Business'', 77:5, 252–256</ref> More specifically, results indicated that there appears to be a high proportion of assimilators and a lower proportion of accommodators than expected for business majors. Not surprisingly, within the accounting sub-sample there was a higher proportion of convergers and a lower proportion of accommodators. Similarly, in the finance sub-sample, a higher proportion of assimilators and lower proportion of divergers was apparent. Within the marketing sub-sample there was an equal distribution of styles. This would provide some evidence to suggest that while it is useful for educators to be aware of common learning styles within business and accounting programs, they should be encouraging students to use all four learning styles appropriately and students should use a wide range of learning methods.<ref name=loo />

Professional education applications, also known as management training or [[organizational development]], apply experiential learning techniques in training employees at all levels within the business and professional environment. Interactive, role-play based customer service training is often used in large retail chains.<ref>{{Cite web|url=https://multimediaplus.com/experiential-learning/|title = Experiential Learning|date = 8 July 2014}}</ref> Training board games simulating business and professional situations such as the [[Beer Distribution Game]] used to teach supply chain management, and the [[Friday Night at the ER]] game used to teach [[systems thinking]], are used in business training efforts.<ref>{{cite book
  | last = Faria
  | first = Anthony J.
  | title = ''Business Simulation Games after Thirty Years: Current Usage Levels in the United States'' in Gentry (ed.) Guide to Business Gaming and Experiential Learning
  | publisher = Nichols/GP Pub., 1990
  | location = The University of Michigan
  | pages = 36–47
  | chapter = 4
  | chapter-url = http://sbaweb.wayne.edu/~absel/bkl/BG/BGb2.pdf
  | isbn = 978-0893973698
  | access-date = 12 March 2014
  | date = December 1990
  | archive-date = 20 May 2014
  | archive-url = https://web.archive.org/web/20140520110837/http://sbaweb.wayne.edu/~absel/bkl/BG/BGb2.pdf
  | url-status = dead
  }}</ref>