A theoretical and practical framework for service-learning in marketing: Kolb’s experiential learning cycle

Why this paper matters

Applies Kolb’s experiential-learning cycle to marketing service-learning.

Evidence reviewed

Design: Conceptual framework with teaching case
Full-text status: Indexed PDF/full text reviewed

Principal finding

Connects concrete experience, reflection, conceptualization, and experimentation to course design.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

One disciplinary case; no controlled outcome test.

Scoring rationale

• EntrSL relevance: 4/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 3/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

Ed Petkus (2000). “A theoretical and practical framework for service-learning in marketing: Kolb’s experiential learning cycle.” Journal of Marketing Education. https://doi.org/10.1177/0273475300221008