Connecting faculty and students challenges in experiential learning: a framework for enhancing their engagement

Purpose This study examines the challenges faced by both the groups and explores interconnections to reduce this disconnect. Design/methodology/approach A survey with closed and open-ended questions was administered to 77 faculty members and 274 students across nine higher education institutions. Responses were analyzed through content analysis and descriptive statistics. Findings Perceptual gaps were existing between the groups. Faculty perceived students as disinterested in EL, while students reported they lacked motivation. Conversely, students felt the faculty showed less interest in EL, while faculty cited limited proficiency in EL and time constraints. Additionally, faculty reported student hesitation in participating in EL, while students expressed inhibitions, requiring faculty and management support to overcome. Research limitations/implications The study proposes reforms to bridge the disconnect and promote increased engagement from both groups. Originality/value This study expands experiential learning theory by introducing an underexplored dimension: the interconnections between faculty and student challenges. It offers insights into the perceptual gaps between these groups, uncovers the underlying reasons and provides actionable recommendations to enhance their engagement in EL.