Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
The Experiencing Scale: An Experiential Learning Gauge Of Engagement In Learning, Karen L. Stock, David Kolb
The Experiencing Scale: An Experiential Learning Gauge Of Engagement In Learning, Karen L. Stock, David Kolb
Experiential Learning & Teaching in Higher Education
A major premise of experiential learning practices is that experience is necessary for learning, yet our understanding of the concept of experience and its role in learning remains unclear. This study examines the experiencing process in experiential learning and formulates a conceptual foundation for the experiencing concept that integrates insights from four contemporary traditions of experiencing research: Focusing, Flow, Mindfulness and Absorption. Empirical validation is tested with the construction of The Experiencing Scale, a self-reported gauge of one’s level of experiencing in a given context. The Experiencing Scale instrument was distributed to undergraduate students following participation in an experiential classroom …
Coaching And Experiential Learning In An Mba Leadership Certificate Program, Stephanie Thomason, Kamilla Andersen
Coaching And Experiential Learning In An Mba Leadership Certificate Program, Stephanie Thomason, Kamilla Andersen
Experiential Learning & Teaching in Higher Education
In turbulent economic times, tuition-driven universities often search for impactful ways to differentiate themselves from their competitors. Differentiators may be particularly important in MBA programs, which are among the more lucrative academic offerings. The present study tracked participant reflections from the coaching component of an MBA leadership certificate program through Kolb’s Experiential Learning Cycle (concrete experience, reflections, abstract conceptualizations, active experimentation) and the coaches’ roles during the cycle as educators. We paired participants with professional coaches and community leaders so they could create and achieve their goals and action plans. During their time meeting with their coaches (concrete experiences), 70 …