About this paper

Appears in:
Pages: 6105-6116
Publication year: 2009
ISBN: 978-84-613-2953-3
ISSN: 2340-1095

Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain


R. Capps1, L. Greaney2, A. Vaillant de guelis3

1Western Kentucky University (UNITED STATES)
2University of Louisville/Western Kentucky University (UNITED STATES)
3University of Lyon 3, Institut d'Administration des Entreprises (FRANCE)
Experiential education is grounded in the theory of experiential learning. David Kolb’s experiential learning theory (ELT) and learning style has steadily gained acceptance and recognition as useful tools to improve teaching and learning in higher education. The terms included under the umbrella of experiential education (cooperative education and internships) are experiences some consider to be a prerequisite to getting hired.
The recent increase in interest in experiential learning is explained by the increased sense of urgency for the improvement of learning in higher education. This interest is supported on statements by the National research Council (2000); the American Psychological Association (1997); Boyatzis, Cowen and Kolb, (1995) and Mentkowski and Associates (2000) all of whom urged administrators, scholars and educators to create educational initiatives that enhance student learning.
In addition, a growing body of research points to the limitations of traditional teacher-centered pedagogy in fostering a holistic education that respects the students’ intellectual and emotional integrity and capacity to become independent learners. There is a significant change in education from the teacher-centered, knowledge-transfer approach to a focus on the learner as an active participant in the process (Keeling, 2006).
Warren Bennis and James O’Toole (2005) wrote blistering critique of MBA programs in their article, How Business Schools Lost Their Way. The authors claim that, “business schools are institutionalizing their own irrelevance by focusing on scientific research rather then real-life business practices”. They conclude that business schools are too focused on theory and quantitative approaches and as a result, they are graduating students who lack useful business skills and sound decision making abilities.
Internships in business have gained popularity during the last decade. In particular students pursuing the MBA have found the internship experience to be a valuable one and one that contributes to their understanding of the business environment. During the past decade as globalization has become an increasingly important topic, business schools have added programs in international business and encouraged students to participate in various type of exchange programs designed to expand their world view and contribute to their understanding of international business.
The number of students doing exchange and international Internships increases every year, for example in 2008 there were 623 800 international students in the United States, 21 420 international students in France (2006-2007). The globalization is a fact, and the exchange of students grows every year with an average of 5% growth per year for developed countries. In Europe the exchange of students becomes more and more efficient and significantly easier to study/work abroad. Europe has developed programs such as “ERASMUS“ which support students financially while they are participating in an exchange. These programs have become increasingly popular because of the ease in exchanging credits between Universities (ECTS credits). Moreover the number of partnerships between universities increases every year all over the world. These partnerships allow students to move without having to pay fees to the foreign school. The facility to travel between countries becomes easier with the growth of low cost air companies. We are also conducting a survey during the summer of 2009
author = {Capps, R. and Greaney, L. and Vaillant de guelis, A.},
series = {2nd International Conference of Education, Research and Innovation},
booktitle = {ICERI2009 Proceedings},
isbn = {978-84-613-2953-3},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {16-18 November, 2009},
year = {2009},
pages = {6105-6116}}
AU - R. Capps AU - L. Greaney AU - A. Vaillant de guelis
SN - 978-84-613-2953-3/2340-1095
PY - 2009
Y1 - 16-18 November, 2009
CI - Madrid, Spain
JO - 2nd International Conference of Education, Research and Innovation
JA - ICERI2009 Proceedings
SP - 6105
EP - 6116
ER -
R. Capps, L. Greaney, A. Vaillant de guelis (2009) THE INTERNATIONAL INTERNSHIP, AN EXTENSION OF CLASSROOM LEARNING, ICERI2009 Proceedings, pp. 6105-6116.