The inclusion of cases and simulations in our curricula may reflect a funda
mental paradigm shift in American higher education. Now, colleges must do
more than instruct; they must also prove that learning takes place. While the
movement toward experiential learning has grown, surprisingly little mention
has been made in the literature of the need to ground the use of cases and
simulations in experiential learning theory. A basic understanding of the
experiential learning process and the nature of cases and simulations as expe
riential activities will help instructors of business communication develop,
evaluate, and use these tools more effectively.
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