The event, sport, tourism, and hospitality industries increasingly demand graduates who possess not only theoretical knowledge but also applied skills, adaptability, and professional confidence to succeed in complex environments. This dissertation examined the role of experiential learning in preparing students for career readiness within event management education, with particular attention to curriculum design, experiential opportunities, and career development resources. Guided by Kolb’s Experiential Learning Theory, the study employed a convergent mixed-methods design. Quantitative data were drawn from three years of undergraduate exit surveys (2022–2024) administered at a northeastern urban university (n ≈ 120). Complementary qualitative data were generated through in-depth, semi-structured interviews with recent graduates (n = 13) and analyzed using Braun and Clarke’s thematic analysis. Seven interrelated themes emerged: (1) confidence and career clarity, (2) skill application and development, (3) hands-on experience and role scope, (4) curriculum alignment and gaps, (5) faculty and career services support, (6) the impact of COVID-19, and (7) student initiative and networking. Findings indicated that experiential learning enhanced career readiness by strengthening transferable skills, professional identity, and resilience. However, outcomes were influenced by inequities in access, variability in internship quality, uneven institutional support, and pandemic-related disruptions. The study identified persistent gaps, including limited equity of access, curricular misalignment with emerging industry needs, inconsistent assessment practices, and a lack of longitudinal tracking. Findings underscore that effective experiential learning requires intentional curriculum integration, equitable access, and coordinated institutional support to align academic preparation with evolving workforce expectations.
Christine Cleaver Harrer Cleaver (Thu,) studied this question.