Stanford GSB | Mr. Navy Officer
GMAT 770, GPA 4.0
Harvard | Mr. Public Finance
GMAT 720, GPA 3.9
Darden | Mr. Engineer Consultant
GMAT 730, GPA 3.47
Stanford GSB | Mr. Systems Change
GMAT 730, GPA 4
Tuck | Mr. Consulting To Tech
GMAT 750, GPA 3.2
Harvard | Ms. Ambitious Hippie
GRE 329, GPA 3.9
Harvard | Mr. Milk Before Cereals
GMAT 710, GPA 3.3 (16/20 Portuguese scale)
Harvard | Mr. Sales To Consulting
GMAT 760, GPA 3.49
INSEAD | Ms. Hope & Goodwill
GMAT 740, GPA 3.5
INSEAD | Mr. Airline Captain
GMAT 740, GPA 3.8
Harvard | Ms. Almost Ballerina
GRE ..., GPA ...
Harvard | Mr. Startup
GRE 327, GPA 3.35
Stanford GSB | Mr. MBB to PM
GRE 338, GPA 4.0
IU Kelley | Ms. Biracial Single Mommy
, GPA 2.5/3.67 Grad
Darden | Ms. Unicorn Healthcare Tech
GMAT 730, GPA 3.5
Stanford GSB | Mr. MBA Class of 2023
GMAT 725, GPA 3.5
Chicago Booth | Mr. Guy From Taiwan
GRE 326, GPA 3.3
Stanford GSB | Mr. Energy Reform
GMAT 700, GPA 3.14 of 4
Ross | Mr. Verbal Engineer
GMAT 710, GPA 3.3
UCLA Anderson | Ms. Packaging Manager
GMAT 730, GPA 3.47
Kellogg | Mr. Danish Raised, US Based
GMAT 710, GPA 10.6 out of 12
Wharton | Mr. Sr. Systems Engineer
GRE 1280, GPA 3.3
Chicago Booth | Mr. Semiconductor Guy
GMAT 730, GPA 3.3
Harvard | Mr. Polyglot
GMAT 740, GPA 3.65
Duke Fuqua | Mr. Enlisted Undergrad
GRE 315, GPA 3.75
Stanford GSB | Mr. Rocket Scientist Lawyer
GMAT 730, GPA 3.65 Cumulative
Darden | Mr. Stock Up
GMAT 700, GPA 3.3

How Does Experiential Learning Lead To Success After Graduation?

Gies experiential learning leads to graduate success

Andrew Allen, Director, Magelli Office of Experiential Learning

Experiential learning is important because it improves the student experience during school and also helps students develop some of the top skills employers demand: problem-solving and working with others. Often called “soft skills,” they are increasingly critical for both career and personal success across a variety of disciplines.

According to the latest survey from the Graduate Management Admission Council (GMAC), 87% of recruiters named problem-solving as either the most or second most important quality for jobs they plan to fill with business school graduates. Working with others was second highest; it was listed as first or second most important on 81% of surveys. The newly named Magelli Office of Experiential Learning at Gies College of Business takes this kind of survey feedback from employers seriously.

How does experiential learning help students gain these skills in ways they can’t otherwise obtain? Most academic courses focus on a single subject. Students isolate themselves and study that subject deeply. This structure also makes it difficult to introduce students to real-world problems that are always multi-faceted and don’t happen in isolation.

Experiential learning forces interdisciplinary thinking and requires complex problem-solving in a practical context. It is the perfect complement to traditional academic classwork because students can cross subject boundaries and put theory and concepts into action. It also shows them that there are no easy answers and often no single solution to most problems.

Experiential learning also fosters a unique team-building environment. In traditional classes, team projects are often short and make up perhaps 10% to 20% of the total grade. Through experiential learning at Gies, students work with the same group all semester, so when there is a conflict they can’t simply wait it out like they can in a two-week project.

Students are forced to communicate, develop an understanding with each other, and resolve issues. And because the students must make a final presentation to a real client, the stakes are higher to work in unison. Finally, because the focus of the curriculum is on the project, there is the time during the semester to teach team-based skills and do activities such as peer evaluations.

Combined, these factors create a much more complex and difficult team-working scenario, but also a more rewarding one as students gain and apply these skills in a safe and supportive setting.

Business students at Gies have had the opportunity to learn by doing for more than 20 years. Each year, the Magelli Office of Experiential Learning supports 150+ client-based projects with more than 700 participating students, and that number is about to get much larger. As part of our recently revamped undergraduate core curriculum, we’re launching a new course called Business 301: Business in Action. It will be a required course for all juniors at Gies and will be the single largest experiential learning course in the nation.

The Magelli Office of Experiential Learning supports two distinct offerings: action learning and Illinois Business Consulting. Action learning is the curriculum-based, faculty-led component where teams of four to five students complete projects at no cost to the client. Illinois Business Consulting is the first and largest professionally managed student-run university consulting organization in the US. Teams of seven to 10 students devote 1,000 hours to each client project.

The results speak for themselves. Nine of ten students who participated in semester-long client projects over the last two years say learning by doing improved their Gies experience, and 95% say they have a better story to tell recruiters.

Clients clearly see the benefits, rating their satisfaction with Gies experiential learning as 4.8 out of 5.0. Out of the clients who participated in a project with Gies students, 100% would recommend it to other companies.

At Gies, experiential learning is more than just a class. Its real-world scale and depth make our approach unique among business schools for both the students and companies that participate.

Students’ perspectives:

“This experience has been invaluable not only in terms of client interactions and all the complications that come with their expectations, but also in terms of working with a group of incredibly diverse people. It has made me a better team member, a better consultant but, more importantly, a more considerate, open-minded, and patient person.”

Siddhant Batra, Gies MBA student

“I’ve learned how to find synergy in a team as well as how to work with a client. Asking questions, creating presentations, and conducting research have all amounted to a wonderful story that I can use in interviews and in professional settings.”

Trenton Williams, Junior in Management and Marketing

An employer’s perspective:

“Our team really enjoyed working with this group of students. They were very receptive to our feedback throughout the course, and it was reflected in the high-quality final presentation. We were also impressed with the primary research that they did. Instead of only settling for sources on the open web, they talked to actual IT professionals and translated their findings into valuable recommendations. Overall, we consider this project a huge success!”

Alex Glenn, KPMG

Read more about Gies on our Partner Publisher page.