This article summarizes the contributions of ABSEL’s membership to the development of experiential learning and experiential exercises during the decade of the 1970s. It overviews papers written on experiential learning and experiential exercises by ABSEL contributors during each year of the decade and for the decade as a whole. Furthermore, it categorizes each experientially related paper by the paper’s major focuses to provide a systematic means of assembling literature reviews for related future research projects in various topical areas of experiential learning/experiential exercises. Also, year-by-year and decade-long statistics on types of delivery systems (i.e., regular paper session, workshop or demonstration, tutorial, panel or roundtable presentation) and extensiveness of published manuscripts (i.e., full paper, condensed paper) are provided. Finally, year-by-year and decade-long comparative statistics related to the number of proceedings papers written on the three primary pedagogies supported by ABSEL (i.e., experiential learning/ experiential exercises, simulation games, and cases) also are included.
Altman, S.
(1978). A kiss before debriefing. In D. C. Brenenstuhl& S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 5-6). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
2.
Ancona, J.
, Ross, K. A., Wallace, T. L., & Weir, J. E. (1977). An experiential understanding of the trust dimension using consulting cases to teach business policy. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 59-66). Wichita, KS: Department of Administration, Wichita State University.
3.
Armstrong, J. S.
(1978). The natural learning project. In D. C. Brenenstuhl & S. C. Certo (Eds.), Exploring experiential learning: simulations and experiential exercises(pp. 69-77). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
4.
Badgett, T. F.
, & Jones, H. R. (1978). Berkshire II: An experiential decision making exercise. In D. C. Brenenstuhl & S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 107-113). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
5.
Basuray, T.
, Gosenpud, J. J.,& Scherling, S. A. (1979). Personality development and conflict dynamics: An experimental design to study the effects of teaching methodologies on conflict resolution. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 32-38). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
6.
Beatty, R. W.
,& Kulisch, W. A. (1977). Building management skills through problem solving. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 152-158). Wichita, KS: Department of Administration, Wichita State University.
7.
Beatty, R. W.
,& Schneier, C. E. (1976a). Issues in EEO: An exercise. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 112-162). Austin: Bureau of Business Research, University of Texas at Austin.
8.
Beatty, R. W.
,& Schneier, C. E. (1976b). Issues in equal employment opportunity and affirmative action: An experiential exercise. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 163-172). Austin: Bureau of Business Research, University of Texas at Austin.
9.
Belt, B.
,& Dyson, L. M. (1977). The evolution and evaluation of a required, senior-level course in experiential business applications. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 144-151). Wichita, KS: Department of Administration, Wichita State University.
10.
Brenenstuhl, D. C.
(1977). SALT III: An experiential exercise to highlight the interpersonal dynamics involved in the negotiation process. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 347-352). Wichita, KS: Department of Administration, Wichita State University.
11.
Brenenstuhl, D. C.
,& Catalanello, R. F. (1976). An analysis of the impact upon the learning effectiveness of traditional instruction, simulation gaming, and experiential learning teaching methodologies: An experiential design. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 463-473). Austin: Bureau of Business Research, University of Texas at Austin.
12.
Brenenstuhl, D. C.
,& Catalanello, R. F. (1977). An analysis of the relationship between personality characteristics and preferred styles of learning. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 82-89). Wichita, KS: Department of Administration, Wichita State University.
13.
Brenenstuhl, D. C.
, & Catalanello, R. F. (1978). Assessing the effectiveness of learning styles as predictors of performance within three distinct pedogogic methodologies. In D. C. Brenenstuhl & S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 179-185). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
14.
Brenenstuhl, D. C.
,& Certo, S. C. (Eds.). (1978). Exploring experiential learning: Simulations and experiential exercises. Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
15.
Brenenstuhl, D. C.
,& Raveed, S. (1978). The Brazil-Columbia coffee marketing negotiations: An experiential exercise aimed at highlighting the dynamics involved in the international business negotiation process. In D. C. Brenenstuhl& S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 259-266). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
16.
Brenenstuhl, D. C.
, & Raveed, S. (1979). An experiential approach to studying international business. In S. C. Certo& D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 185-190). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
17.
Burns, A. C.
(1978). The extended live case approach to teaching marketing research. In D. C. Brenenstuhl & S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 245-251). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
18.
Burns, A. C.
,& Gentry, J. W. (1977). Some thoughts on a “theory” of the use of games and experiential exercises. In C. C. Nielsen (Ed.), Newhorizons in simulation games and experiential learning(pp. 187-194). Wichita, KS: Department of Administration, Wichita State University.
19.
Buskirk, R. C.
(Ed.). (1975). Simulation games and experiential learning in action. Austin: Bureau of Business Research, University of Texas at Austin.
20.
Byham, W. C.
(1974). Assessment centers selection based on simulation. In J. Kenderdine& B. Keys (Eds.), Simulation, games and experiential learning techniques: On the road to a new frontier(pp. 300-303). Norman: Center for Economic and Management Research, College of Business Administration, University of Oklahoma.
21.
Byrne, E. T.
, & Wolfe, D. E. (1974). The design, conduct and evaluation of a computerized management game as a form of experiential learning. In J. Kenderdine& B. Keys (Eds.), Simulation, games and experiential learning techniques: On the road to a new frontier(pp. 22-30). Norman: Center for Economic and Management Research, College of Business Administration, University of Oklahoma.
22.
Byrne, E. T.
,& Wolfe, D. E. (1976). The design, conduct and evaluation of experiential learning systems. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 492-497). Austin: Bureau of Business Research, University of Texas at Austin.
23.
Byrne, E. T.
, & Wolfe, D. E. (1979). An exploratory study of student characteristics and educational processes in programmatic experiential learning. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 239-242). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
24.
Calas, M. B.
(1979a). Experiential vs. traditional classroom approach in the basic management course: A Puerto Rican experience. In S. C. Certo& D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(p. 266-266). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
25.
Calas, M. B.
(1979b). The junior achievement applied management program as a compromise situation between the simulation and the internship. In S. C. Certo& D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 199-201). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
26.
Carroll, L. B.
(1979). Managing stress in organizational life. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 96-99). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
27.
Catalanello, R. F.
, & Brenenstuhl, D. C. (1977). An assessment of the effect of experiential, simulation and discussion pedagologies used in laboratory sections of an introductory management course. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 51-58). Wichita, KS: Department of Administration, Wichita State University.
28.
Certo, S. C.
(1975). Experiential training methodology, traditional training methodology, and perceived opportunity to satisfy human needs. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 31-38). Austin: Bureau of Business Research, University of Texas at Austin.
29.
Certo, S. C.
(1976). Sequence of training tasks and perceived learning: An exploratory investigation of the experiential training unit. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 193-201). Austin: Bureau of Business Research, University of Texas at Austin.
30.
Certo, S. C.
, & Brenenstuhl, D. C. (Eds.). (1979). Insights into experiential pedagogy. Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
31.
Certo, S. C.
,& Dougherty, R. H. (1974). The teaching potential of a structured experience. In J. Kenderdine & B. Keys (Eds.), Simulation, games and experiential learning techniques: On the road to a newfrontier(pp. 36-40). Norman: Center for Economic and Management Research, College of Business Administration, University of Oklahoma.
32.
Certo, S. C.
, & Newgren, K. E. (1977). Interpersonal skill development: The experiential training unit (ETU) and transfer of training. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 72-81). Wichita, KS: Department of Administration, Wichita State University.
33.
Churchill, G.
(1979). Games within games: The role of the glitch. In S. C. Certo& D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 111-114). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
34.
Coleman, L. J.
, Cooke, E. F., & Maronick, T. J. (1978). The SBI case as experiential learning. In D. C. Brenenstuhl & S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 223-227). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
35.
Connolly, E.
, Connolly, W. J., Pounds, A. M.,& Wiebe, F. A. (1977). Analysis of “effective communication skill development” in graduate business and engineering experiential education. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 90-98). Wichita, KS: Department of Administration, Wichita State University.
36.
Connolly, E.
, Connolly, W. J., Pounds, A. M., & Wiebe, F. A. (1978). Evaluation of an experimental course in organizational behavior for managers of Japanese banks. In D. C. Brenenstuhl & S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 90-104). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
37.
Cook, C. W.
(1978). Debriefing with serialized theory development for task-team learning. In D. C. Brenenstuhl & S. C. Certo (Eds.), Exploring experiential learning: Simulations and experiential exercises(pp. 7-8). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
38.
Cotlar, M.
(1975). Turning them on to management by turning them out to managers with video tape recorders. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 389-400). Austin: Bureau of Business Research, University of Texas at Austin.
39.
Cowles, K. J.
, & Hauser, R. E. (1976). Experiencing practical applications and implications of various economic systems through the non-computerized simulation SIMECOSOC. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 448-452). Austin: Bureau of Business Research, University of Texas at Austin.
40.
Crino, M. D.
(1979). Computerized business simulations and experiential learning exercises: An instructional interface. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 315-320). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
41.
DeBord, W. A.
, Ness, T. E., & Towery, H. H. (1975). A computerized management training system for franchised dealers. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 289-290). Austin: Bureau of Business Research, University of Texas at Austin.
42.
Dittrich, J. E.
(1976). C-tasks: An exercise and in-class experiment in the effects of creative and non-creative tasks on group structures and group performance. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 87-96). Austin: Bureau of Business Research, University of Texas at Austin.
43.
Dittrich, J. E.
(1977). “The Picnic”: A perceptual errors exercise. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 339-346). Wichita, KS: Department of Administration, Wichita State University.
44.
Dougherty, R. H.
(1975). The future potential of structured learning exercises. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 382-386). Austin: Bureau of Business Research, University of Texas at Austin.
45.
Dube, L. F.
(1976). Advertising simulations: Savory Foods, Inc. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 324-345). Austin: Bureau of Business Research, University of Texas at Austin.
46.
Dube, L. F.
, & Dyson, L. M. (1976). Experiential learning as applied at Texas A & I University—Corpus Christi in advertising and business applications. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 389-390). Austin: Bureau of Business Research, University of Texas at Austin.
47.
Dutton, R. E.
(1976). The impact of the deviant on small group behavior: A conformity-deviation exercise. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 498-505). Austin: Bureau of Business Research, University of Texas at Austin.
48.
Dutton, R. E.
(1977). The dilemma of self-perception. In C. C. Nielsen (Ed.), New horizons in simulation games and experiential learning(pp. 377-384). Wichita, KS: Department of Administration, Wichita State University.
49.
Dutton, R. E.
(1979). Customized debriefing: The Achilles heel of experiential learning? In S. C. Certo& D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 313-314). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
50.
Faria, A. J.
,& Nulsen, R. O., Jr. (1974). The use of internal and external assignments with a marketing simulation game. In J. Kenderdine & B. Keys (Eds.), Simulation, games and experiential learning techniques: On the road to a new frontier(pp. 54-60). Norman: Center for Economic and Management Research, College of Business Administration, University of Oklahoma.
51.
Ferguson, C. E., Jr.
(1975). TheCOMPUSTAT analysis system as an instructional resource. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 318-322). Austin: Bureau of Business Research, University of Texas at Austin.
52.
Flaherty, R. A.
(1979). An evaluation of the small business institute program as an experiential learning exercise. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 121-126). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
53.
Fritzsche, D.
(1976). On the relationships of learning style, perceived learning, and performance in an experiential learning environment. In B. H. Sord (Ed.), Computer simulation and learning theory(pp. 455-462). Austin: Bureau of Business Research, University of Texas at Austin.
54.
Fry, L.
, Kidron, A.,& Schriesheim, C. (1975). The effectiveness of experiential methods in training and education. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 365-373). Austin: Bureau of Business Research, University of Texas at Austin.
55.
Gardiner, G. S.
(1975). Combining experiential and clinical methodologies in a small business management program. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 218-224). Austin: Bureau of Business Research, University of Texas at Austin.
56.
Gaulden, C. F., Jr.
, & Burns, A. C. (1979). The use of experiential exercises in the undergraduate consumer behavior course. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 167-170). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
57.
Gentry, J. W.
(1979). Teaching PERT experientially in marketing research. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 175-177). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
58.
Gentry, J. W.
, McCain, K. G.,& Burns, A. C. (1979). Relating teaching methods with educational objectives in the business curriculum. In S. C. Certo & D. C. Brenenstuhl (Eds.), Insights into experiential pedagogy(pp. 196-198). Tempe: Bureau of Business and Economic Research, College of Business Administration, Arizona State University.
59.
Goodman, S. E.
(1975). Business and society: An in-basket simulation. In R. C. Buskirk (Ed.), Simulation games and experiential learning in action(pp. 234-242). Austin: Bureau of Business Research, University of Texas at Austin.
60.
Goosen, K. R.
(1986). An analysis of ABSEL conference papers (1974-1985). In A. C. Burns & L. Kelley (Eds.), Developments in business simulation& experiential learning(pp. 97-101). Stillwater: College of Business Administration, Oklahoma State University.
61.
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62.
Hai, D. M.
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63.
Halterman, C. C.
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64.
Hauser, R. E.
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Hewett, H.
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