Management education has emphasized the need for applying theoretical concepts to address organizational and managerial issues. However, many students struggle with applying these concepts to actual professional research activities if they lack the needed exposure to field and research problems. This scoping study therefore sought to establish the role of Experiential Learning Exposure (ELE) in enhancing Research Self-Efficacy (RSE) of management students. Experiential Learning Theory and Action Learning Theory were used as the theoretical framework arguing the need for learning by experience, practice and reflection. A descriptive cross-sectional survey design was used and data collected from management students involved in research activities or assignments. A questionnaire was administered to the respondents to obtain information on their demographics, ELE and RSE. Descriptive statistics were used to summarize the demographic information of the respondents using percentages, Cronbach’s alpha was used to assess the reliability of the study instruments while Pearson’s correlation was used to establish the relationship between ELE and RSE. The results further revealed a positive relationship between ELE and RSE (r = 0.684%, p < 0.001%), thus supporting the initial hypothesis. The study therefore concluded that there is a need for experiential and research-based learning to enhance the confidence of management students in conducting research activities. The study highlights various implications for management educators, researchers and policymakers in addressing the research capabilities of management graduates and further promoting research-intensive management education programs in higher education.