Background: Universities continue to experience pressure to prepare work-ready graduates. In Ontario, this has recently taken the form of new provincial funding metrics which include experiential education. This places more formal pressure on all provincial universities to foster experiential education. Purpose: This study focuses on the organizational dynamics within a selected university as it developed an Experiential Education Certificate (EEC). Methodology/Approach: Using a qualitative approach, this case study relies on multiple methods. Content analysis was used to analyze textual data that framed the EEC. Semi-structured interviews (n = 12) with institutional actors were used to analyze how experiential education is framed administratively and practiced at the technical level of the university. Findings/Conclusions: Although the EEC reflected a management logic, it was not fully aligned with the academic logic of ground-level technical actors (e.g., professors). Institutionalizing experiential education has implications for multiple logics at play within universities and thus requires more “logic work” of those working within. Implications: This exploratory study lays the groundwork for further theorizing experiential education from an organizational perspective, namely, studying experiential education across disciplines, theorizing at the field level, and including administrators.

背景：大学继续承受着为毕业生做好准备的压力。在安大略省，最近采取了新的省级资助指标的形式，其中包括体验式教育。这给所有省级大学带来了更正式的压力，以促进体验式教育。目的：本研究侧重于选​​定大学在开发体验式教育证书 (EEC) 时的组织动态。方法/方法：使用定性方法，本案例研究依赖于多种方法。内容分析用于分析构成 EEC 的文本数据。半结构化面试 ( n= 12) 与机构参与者一起被用来分析体验式教育是如何在大学的技术层面进行管理和实践的。结果/结论：虽然 EEC 反映了一种管理逻辑，但它并不完全符合底层技术参与者（例如教授）的学术逻辑。将体验式教育制度化对大学内的多种逻辑产生影响，因此需要在大学内工作的人进行更多的“逻辑工作”。启示：这项探索性研究为从组织的角度进一步理论化体验式教育奠定了基础，即研究跨学科的体验式教育、领域层面的理论化，并包括管理人员。