Extensive research has proven that integrating experiential learning techniques with traditional teaching methods improves student learning, success, and outcomes in higher education institutions (Derous & Ryan, 2008; Dolan & Stevens, 2006; Eyler, 2009; Kuh & Ikenberry, 2009; McCarthy & McCarthy, 2006; Pierson & Troppe, 2010). The proven success of these methods has inspired many fields to introduce experiential learning activities. As a result, international business education has also become a field that benefits from teaching through experience (Hagan, 2012). Many researchers have studied the impact of these methods in international business education, mostly focusing on classrooms and other for-credit activities. However, the studies on the effects of experiential learning in non-credit academic activities (NCAAs) have been limited in the past. To situate my research in this space, I expand the examination of NCAAs and study former students who have participated in an NCAA during their college enrollment. I enrich the study with my experiences and offer a detailed profile of the aforementioned NCAA. My research seeks to understand the role of experiential learning in non-credit academic settings and examine student perceptions about what they believe they have learned as international business skills. To accomplish this, I used Kolb's experiential learning theory as a framework that also guided data coding, interview questions to former students, and further analysis. Five themes were identified from the analysis of the interviews: learning through experience, impactful experiential learning activities, personal development and self-confidence, employment, and learning international business. In this work, I offer my findings categorized under these five themes, an extensive profile of the NCAA I studied, my analysis and discussion of the research findings, my recommendations, and implications for future research.
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