Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/36063
Full metadata record
DC FieldValueLanguage
dc.contributor.authorTomkins, L.-
dc.contributor.authorUlus, Eda-
dc.date.accessioned2015-12-14T09:46:22Z-
dc.date.available2015-12-14T09:46:22Z-
dc.date.issued2015-06-04-
dc.identifier.citationManagement Learning, 2015 (Published before print)en
dc.identifier.issn1350-5076-
dc.identifier.urihttp://mlq.sagepub.com/content/early/2015/06/04/1350507615587451en
dc.identifier.urihttp://hdl.handle.net/2381/36063-
dc.description.abstractWe share findings from empirical research into Kolb’s experiential learning approach, using our reflections as teachers and data from our undergraduate management students. The experiential learning experience emerges as a space where bodies, feelings and ideas move and develop in intimate relationship with one another. This is a space where teachers exercise authority over, and commitment to, the here-and-now, risking corporeal and intellectual exposure. We probe the concept of experience in experiential learning, suggesting that teachers require a kind of ‘experiential expertise’ to draw both on embodied felt sense and on what one has done in one’s own career to role-model the transformation of experience into knowledge, which is at the heart of Kolb’s theory. We explore a blurring of experiential agency, and the tendency for students to appropriate the teacher’s experience rather than dwell on or develop their own. For us, experiential learning is more usefully seen as ‘relationship-centred’ than ‘student-centred’, and we contrast this relational focus with the way experiential learning seems to have been popularised as anti-interventionist, a kind of educational ‘laissez-faire’. Based on these reflections, we suggest powerful connections between phenomenology and theories of space as a way of conceptualising the complexities and richness of teaching and learning experiences.en
dc.language.isoenen
dc.publisherSAGE Publicationsen
dc.rightsCopyright © 2015, the authors. Licensee: SAGE. Reprints and permissions: sagepub.co.uk/journalsPermissions.nav Deposited with reference to the publisher's Open Access policy, available at https://uk.sagepub.com/en-gb/eur/the-green-route-%E2%80%93-open-access-archiving-policyen
dc.subjectEmbodimenten
dc.subjectexperientialen
dc.subjectlearningen
dc.subjectfeelingsen
dc.subjectphenomenologyen
dc.subjectspaceen
dc.title‘Oh, was that “experiential learning”?!’ Spaces, synergies and surprises with Kolb’s learning cycleen
dc.typeJournal Articleen
dc.identifier.doi10.1177/1350507615587451-
dc.identifier.eissn1461-7307-
dc.description.statusPeer-revieweden
dc.description.versionPost-printen
dc.type.subtypeArticle-
pubs.organisational-group/Organisationen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIESen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Managementen
dc.dateaccepted2015-03-01-
Appears in Collections:Published Articles, School of Management

Files in This Item:
File Description SizeFormat 
Tomkins and Ulus Experiential Learning Authors Final Version May 2015.pdfPost-review (final submitted)357.29 kBAdobe PDFView/Open


Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.