Faculty-driven strategic planning in experiential learning using fuzzy multi criteria framework

This study introduces a hybrid decision-making framework that integrates Strength, Weakness, Opportunity, Threat (SWOT) analysis, Analytic Hierarchy Process (AHP), and Fuzzy Number Theory (FNT) to structure and evaluate faculty perspectives on experiential learning. Implemented at Carleton University, the model prioritizes strategies for enhancing experiential learning based solely on the collective judgments of a panel of faculty experts. To maintain theoretical coherence, the analysis is grounded in Kolb’s Experiential Learning Theory, providing a clear conceptual lens for interpretation. Findings indicate that faculty emphasized strengthening external partnerships and improving institutional capacity as primary strategic directions. The integration of fuzzy logic effectively captures uncertainty in expert assessments, resulting in more robust and actionable planning outcomes. This research contributes to strategic educational planning by demonstrating how structured decision science methods can transform expert insights into evidence-based strategies. Future applications could expand the framework to include perspectives from external partners or be adapted to inform curriculum design and institutional innovation initiatives.