Experientially educating future consultants: benefits, challenges, and constructs

Abstract

Purpose

The purpose of this paper is to discuss experiential education as a way to develop future consultants in human resource management and marketing with the goal of developing consulting competence.

Design/methodology/approach

This is a conceptual paper that proposes, outlines, and discusses a model, containing 11 dimensions of consulting competence.

Findings

The conceptual model includes 11 building blocks: foreign language competence, non-verbal competence, perception of cultural distance, cultural self-awareness, knowledge, skills, motivation, effectiveness, appropriateness, contextual interaction patterns, and affinity. Considerations for each of these elements are introduced and discussed.

Practical implications

This model and the explanation of its components should guide management and marketing educators in their efforts to build and develop experiential education programs of excellence.

Originality/value

The model proposed and outline in this paper will assist institutions of higher education and faculty members to guide students in their development of a successful career in consulting.

Citation

Kupka, B., Westover, J.H. and Workman, L. (2016), "Experientially educating future consultants: benefits, challenges, and constructs", Journal of Applied Research in Higher Education, Vol. 8 No. 2, pp. 177-195. https://doi.org/10.1108/JARHE-02-2015-0015