Experiential Learning in IS Education: Design Principles to Bridge Theory with Practice

Experiential learning is considered one of the most favourable methods for imparting the soft skills needed for project management today (Kearney, Bond-Barnard & Chugh, 2024) and is used in various IS teaching contexts (e.g., Heim et al., 2005; Shankaranarayanan et al., 2021). Since it bridges theory with real-world applications, it could also be the key to addressing the need for adaptation in IS and business studies curricula, resulting from digitalising business models and processes. For a successful career start, students increasingly need, in addition to analytical skills and a flair for statistics, soft skills such as strong communication skills, the ability to work in a team, and resilience in dealing with complex problems. However, traditional curricula often struggle to emphasise soft skills and integrate experiential learning. The Controlling Analytics Challenge (CAnChall) project, an innovative, modular course concept at Saarland University (Germany) funded by the Foundation for Innovation in Higher Education, closes this gap. It leverages active learning, industry collaboration, and case-based competition to foster resilience and adaptability in business and IS education by engaging students in problem-solving and iterative learning processes that mirror professional challenges. Its modular structure ensures scalability across disciplines and applicability at the bachelor's and master's level. This TREO talk contributes to the discourse on experiential learning by proposing a framework that enhances curricular flexibility and relevance to industry in higher education. The core didactic features, initial experiences from a prototype course, and ideas for further development will be presented.