Learning beyond the textbook
Why hands-on experience is key to business education at Gustavson
By Jennifer Ivanov
From BCom to PhD, students at the Peter B. Gustavson School of Business are gaining hands-on experience that goes beyond the classroom. Through experiential learning, students apply theory in real-world settings, develop leadership and practical skills, along with the confidence needed to make an impact in their careers and communities.
One of the newest examples of this approach is the Indigenous Knowledges and Organizational Studies course, which takes PhD students on a learning journey steeped in Indigenous culture and knowledge. Students engage with Elders and connect with Indigenous ways of knowing as they relate to business practices.
The graduate course was co-created by Stephanie Vieille, Director of Experiential Learning at Gustavson and François Bastien, Associate Dean Indigenous, and Academic Director for the MBA in Advancing Reconciliation program.
“We wanted a course that existed at the intersection of Indigenous knowledges and organizational studies,” explains Bastien. “It fits very well within our graduate program because it allows students to engage in the type of research that really pushes the boundaries of the discipline. It’s a much different approach from the BCom level where we’re introducing students to successful Indigenous businesses so they can learn from them.”
The course explores how Indigenous perspectives can reshape the study of organizations by emphasizing relationships, community well-being, interdependence, and responsibility to the land. Students critically examine how conventional western management approaches have prioritized hierarchy, efficiency, and profit, often overlooking alternative understandings of value, leadership, governance, and humanity’s relationship with the natural world.
Connecting with Indigenous Knowledge Holders
Through relational worldviews such as Kincentricity, Reciprocity, and Two-Eyed Seeing, students are challenged to integrate Indigenous ways of knowing into their research and practice. Experiential learning is central to the course, with activities that connect students to the land, water, and local communities.
“Experiential learning is the future,” explains Vieille. “Students learn differently now. They don’t want to spend hours listening to someone lecture. They want hands-on experiences, so we’re creating spaces where people can learn differently, by going outside of the classroom.”
One of the land-based learning activities takes students to Goldstream Provincial Park, where local Knowledge Holders share teachings about the interconnectedness of people, waterways, forests, and the land around them. Water-based activities may involve canoeing excursions at places like Victoria’s Gorge waterway, to foster teamwork while providing hands-on engagement with traditional practices.
“We want to create space for conversations,” adds Vieille. “But ultimately, the goal is to transform how we learn through experiential education. Ideas move beyond academic theory to questions of respect, reconciliation, and Indigenization. We want students to take those ideas into their professional and personal lives. It’s not just a course; it’s an opportunity to see the world differently and, in turn, live differently.”
Students also learn from Indigenous scholars and knowledge keepers from around the world, gaining diverse perspectives. Guest speakers include Anishinaabe legal scholar John Borrows on rights-holder governance, Māori researcher Kiri Dell on Indigenous research methods, and Mi'kmaq scholar Mary Beth Doucette on Two-Eyed Seeing and the reconciliation of knowledge systems.
“Knowledge emerges through relationships,” says Bastien. “By understanding our connections to people, water, forests, and territory, students gain a deeper appreciation of stewardship and responsibility. Indigenous knowledge systems are inherently relational—the more interconnected we are, the more we know.”
Applying experiential learning at Gustavson
Experiential learning is rooted in all Gustavson programs. From orientation and business immersion activities to case competitions, consulting projects, leadership development, coaching, community engagement, and land-and place-based learning, students develop practical skills while connecting classroom concepts to real-world challenges.
It’s become a core part of the BCom program, giving students the chance to take part in hands-on experiences like Business Immersion Weeks, the JDC West case competition, leadership development and coaching. Last year alone, more than 400 students took part in team coaching.
Looking ahead, BCom students will soon be able to complete a Community Leadership Certificate, which will be fully experiential in design and grounded in community-based learning.
“Experiential learning continues to be a strategic priority at Gustavson,” explains Vieille. “We continue to strengthen and broaden opportunities, particularly those that deepen applied learning, community engagement, and real-world impact.”
Vieille says future initiatives include growing land-based and Indigenous-led learning experiences, advancing the University of Victoria's commitments to reconciliation and Indigenous ways of knowing. By moving beyond theory into real-world experiences, experiential learning helps students develop skills, self-awareness, and a deeper sense of purpose as they prepare to lead and create meaningful impact.