There are growing calls both within universities and from external stakeholders to utilize experiential pedagogy in business courses. In this mixed-methods study, we use the Theory of Planned Behavior and Social Learning Theory as frameworks to investigate how business doctoral students learn about and use experiential pedagogical practices. Findings from quantitative data show that a conceptual change (student-focused) attitude towards teaching has a positive relationship with the use of experiential learning activities. Interestingly, teaching norms and pedagogical training did not have a direct relationship with these pedagogical practices. Exploring qualitative responses revealed that doctoral student pedagogical practices are influenced by other doctoral students, observing faculty teaching behaviors, their own learning experiences as students, and previous experience before the doctoral program in education and training environments. This study contributes to ongoing conversations about business pedagogical practices and business doctoral training on teaching. Limitations and possibilities for future research are discussed.

在大学内部和外部利益相关者中，越来越多的人要求在商业课程中利用经验式教学法。在这项混合方法研究中，我们使用计划行为理论和社会学习理论作为框架来研究商科博士生如何学习和使用体验式教学实践。定量数据的发现表明，对教学的观念转变（以学生为中心）的态度与体验式学习活动的使用具有正相关关系。有趣的是，教学规范和教学培训与这些教学实践没有直接关系。探索定性反应后发现，博士生的教学实践受到其他博士生的影响，观察教师的教学行为，他们自己作为学生的学习经历，以及之前在教育和培训环境中攻读博士课程的经历。这项研究有助于有关商务教学实践和商务博士教学培训的持续对话。讨论了未来研究的局限性和可能性。