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1 – 10 of over 19000
Article
Publication date: 9 June 2014

Jennifer Patterson

The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third…

1032

Abstract

Purpose

The purpose of this paper is to apply experiential learning theory to discuss a UK project-based knowledge transfer partnership (KPT) project between a university and a third sector organisation offering outdoor and experiential education for around 32,000 inner city children annually. It uses different models to critically consider how different experiential paradigms or world-views support different understandings of project experience in the real world. It examines the nature of experiential learning through project experience, applying a phenomenological inquiry to reflect on how experiential learning is valued academically and culturally. It considers environmental influences to balance the relational practices that represent intangible experiential elements in partnership work.

Design/methodology/approach

Using a postmodern qualitative methodology, this paper applies different frameworks to narrative, a synthesis of data from the project, an interview, literature and reflection to present a critical consideration of experiential learning constructs. It foregrounds the academic value of ethical subjectivity and as such also presents a reflective Feminist auto-ethnographic praxis grounded in the project.

Findings

Experiential learning is critical for human inquiry. Valuing experiential learning methods differently offers ethical applications for facilitating project work and partner relationships.

Practical implications

Applied experiential learning theory supports organisational understanding in project work. An ethics of subjectivity places equal value on expertise in its own environment leading to a facilitated rather than a hierarchical transfer of knowledge, critical for project success. The project is financially successful and has wide reaching social and environmental impact. Thinking differently about provision means a substantial number of children beyond those physically visiting the organisation will benefit through teacher training.

Social implications

The UK government no longer funds outdoor education. This paper demonstrates the importance of fostering environmental relationships for human identity, to support education for sustainable development and wider societal and environmental understandings.

Originality/value

Developed through project process this is a new values-based, environmental, organisational and educational transformational approach to partnership. It is useful in education, working in partnership with businesses and ESD.

Details

Journal of Management Development, vol. 33 no. 6
Type: Research Article
ISSN: 0262-1711

Keywords

Book part
Publication date: 10 July 2014

To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential

Abstract

Purpose

To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.

Design/methodology/approach

The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.

Findings

Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skill-and-drill technique

Practical implications

A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.

Details

Theoretical Models of Learning and Literacy Development
Type: Book
ISBN: 978-1-78350-821-1

Keywords

Article
Publication date: 5 May 2015

Giovanni De Zan, Alberto Felice De Toni, Andrea Fornasier and Cinzia Battistella

The purpose of this paper is to present a methodology to assess the experiential learning processes of learning lean in an innovative learning environment: the lean model

1623

Abstract

Purpose

The purpose of this paper is to present a methodology to assess the experiential learning processes of learning lean in an innovative learning environment: the lean model factories.

Design/methodology/approach

A literature review on learning and lean management literatures was carried out to design the methodology. Then, a case study methodology was used to test the framework.

Findings

The methodology permitted to asses learning processes and course contents of educational dynamics carried out in model factories and to theoretically ground such learning processes. The test showed that learning lean management is supported through a complete coverage of the eight phases of the learning path.

Research limitations/implications

The methodology contributes to the literatures of lean management and experiential learning, proposing a methodology of assessment. Part of the framework could also be applied to other disciplines.

Practical implications

The methodology could be used for two purposes: to design training courses or to assess existing experiential learning courses.

Originality/value

Due to its intrinsic complexity, learning literature presents few practical framework or tools. Among them, none have provided practical and theoretical-based advice on how to use experiential learning precepts to teach lean management.

Details

European Journal of Training and Development, vol. 39 no. 4
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 19 September 2019

Kevin John Ions and Norma Sutcliffe

The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective…

Abstract

Purpose

The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives.

Design/methodology/approach

A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims.

Findings

The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn.

Practical implications

Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews.

Originality/value

The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Book part
Publication date: 10 December 2018

Sangyoon Yi, Nils Stieglitz and Thorbjørn Knudsen

In this study, the authors unpack the micro-level processes of knowledge accumulation (experiential learning) and knowledge application (problem solving) to examine how task…

Abstract

In this study, the authors unpack the micro-level processes of knowledge accumulation (experiential learning) and knowledge application (problem solving) to examine how task allocation structures influence organizational learning. The authors draw on untapped potential of the classical garbage can model (GCM), and extend it to analyze how restrictions on project participation influence differentiation and integration of organizational members’ knowledge and consequently organizational efficiency in solving the diverse, changing problems from an uncertain task environment. To isolate the effects of problem or knowledge diversity and experiential learning, the authors designed three simulation experiments to identify the most efficient task allocation structure in conditions of (1) knowledge homogeneity, (2) knowledge heterogeneity, and (3) experiential learning. The authors find that free project participation is superior when the members’ knowledge and the problems they solve are homogenous. When problems and knowledge are heterogeneous, the design requirement is on matching specialists to problem types. Finally, the authors found that experiential learning creates a dynamic problem where the double duty of adapting the members’ specialization and matching the specialists to problem types is best solved by a hierarchic structure (if problems are challenging). Underlying the efficiency of the hierarchical structure is an adaptive role of specialized members in organizational learning and problem solving: their narrow but deep knowledge helps the organization to adapt the knowledge of its members while efficiently dealing with the problems at hand. This happens because highly specialized members reduce the necessary scope of knowledge and learning for other members during a certain period of time. And this makes it easier for the generalists and for the organization as a whole, to adapt to unforeseen shifts in knowledge demand because they need to learn less. From this nuanced perspective, differentiation and integration may have a complementary, rather than contradictory, relation under environmental uncertainty and problem diversity.

Article
Publication date: 2 October 2019

King Man Eric Chong

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing…

Abstract

Purpose

The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools.

Design/methodology/approach

This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students.

Findings

Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt.

Originality/value

This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.

Details

Asian Education and Development Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 16 March 2012

Billy Desmond and Angela Jowitt

The purpose of this paper is to bring attention to a more embodied, holistic way of working which acknowledges not only the mind, but also the body and emotions, of learners and…

1597

Abstract

Purpose

The purpose of this paper is to bring attention to a more embodied, holistic way of working which acknowledges not only the mind, but also the body and emotions, of learners and facilitators as they work together in a co‐created relationship to experience a different way of learning and relating. The authors suggest that practitioners step away from the traditional boundaries of reflecting on experiential learning activities post action. They propose a stronger emphasis on working in relationship with clients in the here and now, to support novel ways of relating and learning to emerge.

Design/methodology/approach

Adapting a reflective inquiry approach, the authors engaged in reflective and reflexive practice to offer a conceptual paper on a dialogical and embodied orientation to experiential learning.

Findings

Learning within Outdoor Management Development (OMD) activities can be enriched within the context of a dialogical relationship where participants are invited to attend to their embodied experience and trust different ways of knowing. This requires a shift from the more individualist to a relational paradigm of relating and learning.

Research limitations/implications

The authors acknowledge the inter‐subjective nature of learning that emerges from within the relationship. So, while a model is proposed to support meaning making, it is not prescribed and in fact the authors realise that it is paradoxical to the emergent nature of learning within relationships.

Practical implications

The authors seek an alternative approach to Kolb when facilitating experiential learning. They propose the Dialogical Experiential Learning Model, inviting facilitators and participants to be more curious about the experience of working in a specific context, while recognising it will be subject to change.

Originality/value

The dialogical orientation of practitioners and the use of a model does, however, offer guiding principles to support facilitation of experiential learning, while challenging current practitioner knowledge.

Book part
Publication date: 15 April 2024

Ananth Selvakumar, G. Kumar and K. Santhanalakshmi

Purpose: Nikoletta Taylor and Close, (2022) asserts that a skill gap analysis can be used to determine the lacking skill and carry out recruitment based on that gap. It goes…

Abstract

Purpose: Nikoletta Taylor and Close, (2022) asserts that a skill gap analysis can be used to determine the lacking skill and carry out recruitment based on that gap. It goes without saying that for a student, that would be their first employment, and with internships, there is no way to experience all aspects of the working world.

Need for This Study: When it comes to the recruiter’s expectations and the applicant’s skills, specifically among students, a gap still exists, leading to a need for practical exposure for applicants.

Study Design/Methodology/Approach: A quantitative study was adopted. A questionnaire was prepared with constructs and variables from the review and a total of 403 responses was collected from reputed institutions in Tamil Nadu.

Findings: This study reveals that skill development is needed; it is found that experiential learning through the gamification process is a suitable learning strategy. The experiential learning factors supporting skill development are self-efficacy, outcome expectation, interest, choice actions, and performance, followed by review, feedback, and continuous improvement.

Originality/Value: Learning all these factors through the gamification process would give students practical exposure to real-time scenarios of the corporate world. The proposed model gives students experience through gamification and learning activities.

Details

Contemporary Challenges in Social Science Management: Skills Gaps and Shortages in the Labour Market
Type: Book
ISBN: 978-1-83753-170-7

Keywords

Article
Publication date: 1 March 2003

John P. Wilson and Colin Beard

This article investigates the meaning of experiential learning and relates this to the nature of cognition through the development of an experiential learning model based on…

4623

Abstract

This article investigates the meaning of experiential learning and relates this to the nature of cognition through the development of an experiential learning model based on information processing. This experiential learning model is then used as the basis for the design of a meta‐model – the learning combination lock (LCL). The LCL model provides for the first time, to our knowledge, a systematic process for the trainer, educator or developer to consider and select from some of the main ingredients of the learning process. It is not intended to be used mechanistically but rather as an aide‐mémoire which may also be added to and developed according to the considerations of the programme designer, the trainer or educator, and the needs of the learner.

Details

Journal of European Industrial Training, vol. 27 no. 2/3/4
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 16 March 2015

David Lamb

The purpose of this paper is to use an experiential learning model in an introduction to events unit/module in partnership with Sport Canterbury (one of 17 regional Sports Trusts…

3794

Abstract

Purpose

The purpose of this paper is to use an experiential learning model in an introduction to events unit/module in partnership with Sport Canterbury (one of 17 regional Sports Trusts, throughout New Zealand). During this unit/module students explored the creation and manipulation of an event experience and gained real-life hands on experience. Through their engagement in this process, students were able to acquire skills and knowledge that helped them experience the whole event planning cycle in planning, implement and evaluating an event. Experiential learning approaches are a valuable tool to overcome the knowledge-practice gap recognised in many vocationally orientated disciplines, including event management.

Design/methodology/approach

This paper uses a mixed methods approach including an on-line questionnaire, a number of interviews with students enrolled in the unit/module a survey involving the evaluation of those involved in the events organised by the students and a review of critical reflection diaries, written by students.

Findings

This paper highlights that an extensive range of event skills both personal and team based were acquired, developed and practised during the unit/module and students were able to relate the theory of event studies to the practice of managing an event. In particular students reported that they were able to utilise, record and reflect on their experience and adapt their learning to organising a real-life event. The experiential learning model used in this study resulted in students being actively engaged in their learning through involvement and active participation in an actual event, where they were able to apply what they had learnt in the classroom to the real world. The connection between theory and practice is therefore, pivotal and is a prevailing theme of this paper.

Originality/value

This paper demonstrates how students of event management were provided with the skills and knowledge to run events, by personal involvement in a real-life event in a student centred learning environment. Students enrolled on this unit/module were made responsible for every aspect of managing the annual Rebel Kiwisport Challenge (a series of recreation-based events held over a half day period for primary schoolchildren based in the Canterbury region). Balancing the theoretical input with the practical aspects of events in the introduction to events module/unit enabled students to become multitasking and as a result gain highly portable skills that will help them succeed in their future careers in events. Indeed, in a survey involving 1,100 employers in Australia Neilsen (2000) reported that the five most important skills needed for graduate employment were oral business communication skills, creativity, problem-solving skills, independent and critical thinking skills and flexibility. Similar research undertaken by Greenan et al. (1997) in the UK and Braxton et al. (1996) in the USA, report the same findings. Although, there is a dearth of literature in the social sciences on experiential learning, the same debate within event management education is sadly lacking and it is hoped that this study will help fill a gap in the literature.

Details

International Journal of Event and Festival Management, vol. 6 no. 1
Type: Research Article
ISSN: 1758-2954

Keywords

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