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This paper aims to improve the understanding of experiential learning among students in the hospitality and tourism industry. Based on existing literatures, this paper identifies four key factors, including experiential learning, proactive personality, employability skills, self-efficacy, and attempts to examine the relationships between the four factors and student learning satisfaction. The proposed hypothetical model is suggested and it would facilitate further research of experiential learning, especially quantitative studies on experiential learning are limited. Also, this paper provides suggestions of the next steps for further research based on the proposed model. Introduction Experiential learning becomes one of the important topics in education research [1]. In the last few decades, many studies are performed on the field of experiential learning in order to develop a theoretical framework of experiential learning, or explore what elements are influencing the outcome of the experiential learning. Although the conception of experiential learning is quite well established, some of the questions are remained unanswered. For instance, many researchers follow the theory of David Kolb’s four-stage model in their studies of experiential learning [2], some critiques also show that the theory of experience learning is not enough to explain the whole learning process of the experiential learning [3]. Furthermore, many studies of experiential learning focus on the qualitative research; quantitative studies are limited. Hence, this article aims to examine the existing literature of the experiential learning, and attempts to propose a comprehensive model, to explain the relationships between experiential learning, student’s personality and the students’ learning satisfaction. Especially, the exchange students in the hospitality and tourism faculty will be testified as the students in this faculty have more chances to participate in the experiential learning, and many of the courses are more practical. Experiential is a relatively new concept emerged in the education field during this few decades, and the needs for academic research in the hospitality and tourism industry are threefold. First, within the hospitality and tourism domain, not many studies are performed to build students’ learning satisfaction, while some of the studies regard tourism is one of the forms of experiential learning, studies focusing on tourism students are limited [4]. Second, the quantitative research of experiential learning is limited. Many of the studies are conceptual paper in developing, or enriching the theory of experiential learning; and other studies attempt to explore the students, or teachers, based on a qualitative analysis, such as following a group of experiential learning students in one program, or interviewing some teachers using the experiential learning techniques [5]. Third, due to the nature of the hospitality and tourism studies, many hospitality and tourism institutions are looking for the way to develop or revise their course settings by adding experiential learning elements. This article provides an insight into the field of experience learning and examines how we can finally enhance students’ satisfaction through experiential learning.

destech transactions on social science, education and human science

The Role of Experiential Learning and Proactive Personality in Enhancing Students’ Learning Satisfaction: The Case of Exchange Students in the Hospitality and Tourism Industry