To support the types of learning outcomes that management students need in today's organizations, business schools increasingly call for faculty to engage in experiential pedagogy. However, teaching practices that are consistent with experiential pedagogy deliberately engage students' emotions and may breach expected teaching norms. We discuss what we believe are the unaddressed moral responsibilities of business schools that advocate for and embed experiential pedagogy in their programs. We frame business schools' experiential pedagogy advocacy as an explicit moral duty (Hosmer, 1995), arguing that a dilemma exists in encouraging experiential-teaching approaches without knowing how faculty use them and what student safeguards are in place. Drawing on Nicolini's (2012) practice theory, we describe experiential pedagogy as teaching practices, structures, and rules that would benefit from community-based standards. We conclude with recommendations for crafting an experiential-teaching community of practice, delineating important research questions by which to develop this community. [ABSTRACT FROM AUTHOR]
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