Experiential learning and management education

Experiential learning and management education Purpose – The main purpose of the article is to contextualise the potential contribution that experiential learning may offer to those engaged in academic and professional management development, pedagogy and education. It has consequences for a range of applications in this field from curriculum design and teaching to individual/personal development and the recruitment and retention of talent in professional and commercial organisations. Design/methodology/approach – The article suggests an original, conceptual framework for experiential learning that draws on both scholarly and experimental management. Findings – While under‐represented in the scholarly pedagogy of management this article precedes a demonstration of an evidently powerful if methodologically challenging articles on a powerful approach to management development. Research limitations/implications – This article limits and delimits experiential learning theory and practice. It offers a framework for an empirical mapping of this important area of management practice which is currently under‐represented in academic writing and practice. Practical implications – This article suggests an array of interdisciplinary applications for the principles of experiential learning. Originality/value – This paper suggests an original context for our initial EABIS Experiential Learning symposium and the articles that came from it. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Management Development Emerald Publishing

Experiential learning and management education

Journal of Management Development, Volume 31 (3): 5 – Mar 16, 2012

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Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
0262-1711
D.O.I.
10.1108/02621711211208943
Publisher site
See Article on Publisher Site

Abstract

Purpose – The main purpose of the article is to contextualise the potential contribution that experiential learning may offer to those engaged in academic and professional management development, pedagogy and education. It has consequences for a range of applications in this field from curriculum design and teaching to individual/personal development and the recruitment and retention of talent in professional and commercial organisations. Design/methodology/approach – The article suggests an original, conceptual framework for experiential learning that draws on both scholarly and experimental management. Findings – While under‐represented in the scholarly pedagogy of management this article precedes a demonstration of an evidently powerful if methodologically challenging articles on a powerful approach to management development. Research limitations/implications – This article limits and delimits experiential learning theory and practice. It offers a framework for an empirical mapping of this important area of management practice which is currently under‐represented in academic writing and practice. Practical implications – This article suggests an array of interdisciplinary applications for the principles of experiential learning. Originality/value – This paper suggests an original context for our initial EABIS Experiential Learning symposium and the articles that came from it.

Journal

Journal of Management DevelopmentEmerald Publishing

Published: Mar 16, 2012

Keywords: Experiential learning; Methodological limitations; Paradox and contradiction; Management development

References

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