Learning by Doing: Factors Associated With Business Students’ Intentions to Engage in Experiential Learning

Experiential learning (EL) equips students with practical skills and real-world experience essential for professional success. Yet, there is limited research that explores what shapes students’ attitudes and intentions toward EL participation. This study investigates the motivational factors influencing undergraduate business students’ engagement in EL activities. Drawing on the theory of planned behavior and the technology acceptance model, a conceptual model was tested incorporating External Beliefs (Perceived Ease of Use, Perceived Usefulness, Instructor Readiness, Student Readiness, Perceived Self-Efficacy, Learning Relevance, and Learning Motivation), Attitudinal Constructs (Perceived Behavioral Control and Subjective Norms), and Behavioral Intention. Survey data from 194 undergraduate business students were analyzed using structural equation modeling in SmartPLS. Results show that Perceived Usefulness, Student Readiness, Learning Motivation, and Learning Relevance significantly influence Attitude, Subjective Norms, and Perceived Behavioral Control, which in turn predict Behavioral Intention to engage in EL. Conversely, Instructor Readiness and Perceived Ease of Use were not significant predictors. The findings underscore the need to align EL activities with students’ career goals to foster intrinsic motivation, enhance institutional support through resources, and clear communication of EL benefits. This study advances understanding of the behavioral drivers of EL adoption and develops an actionable EL implementation framework for enhancing EL engagement across various educational disciplines. Specifically, we propose seven implementation principles that articulate how a unified approach across students, educators, program directors, industry partners, and the broader academic institution can translate enhancement in EL into practice and strengthen EL integration within higher education curricula.