From learning to career: how experiential learning shapes event management students' well-being and inspiration

Purpose This study aims to examine how experiential learning influences event management students' well-being across positive emotion, engagement, relationships, meaning, and accomplishment (PERMA) dimensions and their inspiration for a career in the event industry. Design/methodology/approach This study adopted a mixed-methods study to evaluate an experiential learning event for final-year event management students in Hong Kong. Quantitative data from pre- and post-event surveys (n = 30 valid responses) were analyzed via paired-sample t-tests. Qualitative responses underwent thematic analysis to identify themes on industry and psychological readiness. Findings Quantitative results showed significant well-being improvements, including enhanced engagement, relationships, positive emotion, accomplishment, and meaning among students. Additionally, qualitative findings revealed personal growth, stronger team dynamics, and clearer career aspirations. Practical implications The study contributes to understanding how experiential learning fosters event management students' well-being and inspiration, shaping their resilience and professionalism as graduates. Furthermore, findings guide educators in designing engaging experiential programs to build students' psychological readiness, resilience, industry skills, and professionalism amid evolving industry needs. Originality/value Amid scarce research on experiential learning's psychological impacts in event management education, this study provides a pioneering mixed-methods empirical analysis, integrating Seligman's PERMA well-being dimensions (positive emotion, engagement, relationships, meaning, accomplishment) with inspiration sources (“inspired by” the experiential learning and “inspired to” pursue careers, based on Thrash et al.’s, 2010 model) among final-year students during their inaugural professional event.