https://doi.org/10.1177/02734753221141637 Journal of Marketing Education 1–21 © The Author(s) 2022 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/02734753221141637 journals.sagepub.com/home/jmd Article Extant research on experiential learning suggests that real- world experience, in conjunction with critical thinking exer- cises, are essential elements in the learning process and knowledge development (Kolb, 1984; Payne et al., 2011; Petkus, 2000). Experiential learning allows educators, including marketers, to create learning environments that can foster active learning (Wrenn & Wrenn, 2009). Daly (2001) found experiential learning offers “a dimension of reality lacking in simulations,” which are common in marketing courses (Daly, 2001, p. 204). Numerous scholars have lauded the relevance of experi- ential learning in the design of marketing and business cur- riculum (Bobbitt et al., 2000; Frontczak & Kelly, 2000; Kolb & Kolb, 2005; Peltier et al., 2008; Singh et al., 2022; Wrenn & Wrenn, 2009). For instance, Bobbitt et al. (2000) designed and implemented an experiential learning project to facilitate collaboration and knowledge exchange between student teams taking three different marketing courses. Petkus (2000) extended Easterling and Rudell’s (1997) experiential learning model by proposing a comprehensive model to support the design and implementation of service- learning projects in the marketing curriculum. Likewise, Metcalf (2010) proposed a framework for implementing international service-learning projects to strengthen student learning outcomes and reinforce both marketing-related courses and relevant business competencies acquired from previous coursework. Despite the recent popularity of experiential pedagogy among educators in marketing and across different disci- plines, a dearth of research exists in the literature in relation to refining and improving the experiential learning process (Lastner et al., 2016). From service learning to capstone projects, innovative educators have implemented a variety of activities (Bobbitt et al., 2000; Daly, 2001; Graeme Duffett and Henry Cromhout, 2022; Metcalf, 2010; Petkus, 2000), but the findings from Schaller (2020) suggested that the 1141637JMD XX X 10.1177/02734753221141637Journal of Marketing EducationOyedele et al. research-article 2022 1 University of the Incarnate Word, San Antonio, TX, USA 2 St. Cloud State University, MN, USA 3 University of the Incarnate Word, Campus Bajio, Irapuato, Guanajuato, Mexico 4 Venn Foundation, Saint Paul, MN, USA Corresponding Author: Adesegun Oyedele, Associate Professor, Marketing and International Business, H-E-B School of Business and Administration, University of the Incarnate Word, 4301 Broadway, San Antonio, TX 78209, USA. Email: oyedele@uiwtx.edu Using Classroom-Run Virtual Startup Incubator to Facilitate Experiential Learning Experiences and Global Marketing Alliances Adesegun Oyedele 1 , Emily Goenner 2 , Maria Guadalupe Alba Aguilar 3 , and Robert H. Scarlett 4 Abstract The purpose of this study was to fill the gaps in the literature in terms of understanding how marketing and international entrepreneurship educators have responded to the impact of the pandemic on experiential learning pedagogy in developing countries. To address these gaps in the literature, this article conceptualizes a Classroom-run Virtual Startup Incubator (CVSI) program as a virtual learning space for seamless collaboration, networking and relationship building among multiple stakeholders across borders to inspire students to create startups and marketing alliances in marginalized communities. This article extends the KNOW-DO-BE model to include the OPERATE dimension to encourage innovation, experimentation, failure, and collaboration opportunities among the participants on the CVSI platform. Also, the study shows that relational/ network approaches such as the resource dependence theory are important lenses for understanding participants’ experiences on the CVSI platform. These theoretical contributions are based on the analysis of the qualitative case studies gathered from the experiential learning experiences of students and mentors who participated in the CVSI program. Keywords experiential learning, pedagogy, developing countries, indigenous, incubator, marginalized communities