ABSTRACT
This chapter presents a project designed to assess the effectiveness of an experiential approach to teaching gender issues in management at the Master in Business Administration (MBA) level. It discusses the challenges and benefits of using an approach to teach gender issues. The chapter outlines a project whereby students in a gender issues course in the MBA program at a university in Canada engaged in various experiential exercises. Kolb's experiential learning theory formed the basis for re-designing a course that incorporated exercises and activities to engage students in what Kolb describes as concrete experiences. Experiential learning is an approach that engages students in an activity, allows them to reflect on the activity, engages them in analysis of this experience in order to gain insight from it, and then allows the incorporation of the new understanding into their lives.
