Experiential learning and the use of business models in the educational scenario: from bibliometrics to metasynthesis
DOI:
https://doi.org/10.14571/brajets.v19.n1.365-391Keywords:
Experiential Learning, Business Models, Educational Institutions, Bibliometric study, MetasynthesisAbstract
Given educational and market demands, educational institutions have embraced Experiential Learning (EL) in their spaces, especially in the areas of applied social sciences, and have used the Business Models (BM) approach as a complementary tool. Therefore, this article aimed to map the theoretical context of studies on EL and BM and to meta-synthesize qualitative investigations, highlighting the main axes of experiential activities carried out in educational institutions and proposing a research agenda. As a methodological approach, this research employs two methods: Bibliometric analysis, using the Scopus database, and Meta-synthesis, conducted using the Scopus, Web of Science, Sage Journals, Wiley Online Library, and Oxford Journals databases. Both methods were applied without temporal restrictions, in accordance with the assumptions proposed by Prado et al. (2016) and Hoon (2013), respectively. The results indicate a significant trend in scientific production, relevant authors, and prominent terms in the field. Four main areas of activity for EL and BM were identified: Entrepreneurship, Sustainability, Academic Cyberspace, and Student Mentoring. These areas present perspectives focused on both the ontological and practical context of EL activity related to BM. It is concluded that the scientific field of EL and BM is promising, and perspectives for future analyses of the scenario are observed.
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