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Abstract

Experiential learning theory, conversational learning, and seminar practices combine to shape an educational experience that is grounded in principles of appreciative inquiry. The seminar, taught to undergraduate business majors, seeks to encourage students to explore their underlying assumptions about business in society. Because postindustrial globalization renders business and society interdependent, the innovative pedagogy assumes educators hold responsibility for creating and fostering new skills in business students. Critical thinking, self-awareness, and values analysis skills support students seeking to engage with and innovate based on perspectives different from their own. A transferable methodology is proposed.

Keywords

pedagogy undergraduate business curriculum experiential learning dialogical learning appreciative inquiry

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Using Appreciative Inquiry and Dialogical Learning To Explore Dominant Paradigms

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