具体描述
While Experiential Learning has been an influential methods in the education and development of managers and management students, it has also been one of the most misunderstood. This Handbook offers the reader a comprehensive picture of current thinking on experiential learning; ideas and examples of experiential learning in practice; and it emphasises the importance of experiential learning to the future of management education. Contributors include: Chris Argyris, Joseph Champoux, D. Christopher Kayes, Ruth Colquhoun, John Coopey, Nelarine Cornelius, Elizabeth L. Creese, Gordon Dehler, Andrea Ellinger, Meretta Elliott, Silvia Gherardi, Jeff Gold, Steve G. Green, Kurt Heppard, Anne Herbert, Robin Holt, Martin J. Hornyak, Paula Hyde, Tusse Sidenius Jensen, Sandra Jones, Anna Kayes, Kirsi Korpiaho, Tracy Lamping, Enrico Maria Piras, Amar Mistry, Dale Murray, Jean Neumann, Barbara Poggio, Keijo Rasanen, Peter Reason, Michael Reynolds, Clare Rigg, Bente Rugaard Thorsen, Burkard Sievers, Stephen Smith, Sari Stenfors, Antonio Strati, Elaine Swan, Jane Thompson, Richard Thorpe, Kiran Trehan, Russ Vince, Jane Rohde Voight, Tony Watson, and Ann Welsh.
作者简介
Russ Vince and Michael Reynolds are both management teachers and researchers who have taken a particular interest in researching and writing on the theory and practice of management education. As this volume illustrates, their concern has been management education's methodologies and how these relate to the organizational contexts in which managers work. Russ Vince is Professor of Organizational Behaviour and Human Resource Management at the Business School, the University of Hull. Michael Reynolds is Emeritus Professor of Management Learning at Lancaster University Management School. Their previous collaboration includes Organizing Reflection, a collection of papers in which contributors developed the concept and practice of reflection from an individual to a collective process.
目录信息
Introduction: Experiential Learning and Management Education: Key Themes and Future Directions 1
Russ Vince&Michael Reynolds
PART I FUNDAMENTAL IDEAS AND THEORETICAL DEVELOPMENTS IN EXPERIENTIAL LEARNING
1. Double-Loop Learning in a Classroom Setting 21
Chris Argyris
2. A Good Place for CHAT: Activity Theory and MBA Education 35
Jeff Gold, Robin Holt, & Richard Thorpe
3. Learning about and through Aesthetic Experience: Understanding the Power of Experience-Based Education 53
M. AnnWelsh, Gordon E. Dehler, & Dale L. Murray
4. Aesthetics in Teaching Organization Studies 70
Antonio Strati
PART II THE DIVERSITY OF CLASSROOM EXPERIENCE
5. Experiential Learning withoutWork Experience: Reflecting on Studying as ‘Practical Activity’ 87
Keijo Räsänen & Kirsi Korpiaho
6. Making a Drama out of a Crisis? ‘Performative Learning’ in the Police Service 105
Ruth Colquhoun, Nelarine Cornelius, Meretta Elliott, Amar Mistry, & Stephen Smith
7. Experiential Learning in the On-Line Environment: Enhancing On-Line Teaching and Learning 123
Joseph E. Champoux
8. Implementing Experiential Learning: It’s not Rocket Science 137
Martin J. Hornyak, Steve G. Green, & Kurt A. Heppard
PART III POLITICALLY GROUNDED EXPERIENTIAL LEARNING
9. Tales of Ordinary Leadership: A Feminist Approach to Experiential Learning 155
Silvia Gherardi & Barbara Poggio
10. Theatre in Management and Organization Development: A Critique of Current Trends 169
John Coopey
11. Wilderness Experience in Education for Ecology 187
Peter Reason
12. Blue-Eyed Girl? Jane Elliott’s Experiential Learning and Anti-Racism 202
Elaine Swan
13. Choosing Experiential Methods for Management Education: The Fit of Action Learning and Problem-Based Learning 221
Anne Herbert & Sari Stenfors
PART IV EXPERIENTIAL LEARNING AND SYSTEMS PSYCHODYNAMICS
14. Pictures from below the Surface of the University: The Social Photo-Matrix as a Method for Understanding Organizations in Depth 241
Burkard Sievers
15. Becoming Better Consultants through Varieties of Experiential Learning 258
Jean E. Neumann
16. Balancing the On-Line Teaching of Critical Experiential Design: A Cautionary Tale of Parallel Process 274
Elizabeth Creese
17. Integrating Experiential Learning through ‘Live’ Projects: A
Psychodynamic Account 291
Paula Hyde
PART V DOCTORAL STUDENTS’ EXPERIENCE OF LEARNING
18. Experiencing ScholarlyWriting through a Collaborative Course Project: Reviewing Some of the Literature on the Learning Organization 309
Andrea D. Ellinger (& Doctoral Students)
19. Experiencing a Collective Model of Doctoral Research Supervision 327
Sandra Jones (& Doctoral Students)
20. Drawings as a Link to Emotional Data: A Slippery Territory 345
Tusse Sidenius Jensen, Jane Rohde Voigt, Enrico Maria
Piras, & Bente Rugaard Thorsen
PART VI CRITICALLY FOCUSED EXPERIENTIAL LEARNING
21. Power and Experience: Emancipation through Guided Leadership Narratives 363
Anna B. Kayes
22. Work Orientations and Managerial Practices: An Experiential and Theoretical Learning Event 376
TonyWatson
23. Maximum Disorder:Working Experientially with HRM and Business Studies Undergraduates 388
Jane Thompson & Tracy Lamping
24.Working with Experiential Learning: A Critical Perspective in Practice 400
Kiran Trehan & Clare Rigg
CONCLUSION: Institutional Barriers to Experiential Learning Revisited 417
D. Christopher Kayes
Author Index 433
Subject Index 441
· · · · · · (收起)
读后感
用户评价
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我不得不承认，初次翻开这本书时，我对它的期望并不高，总觉得这类主题的书籍容易陷入陈词滥调。然而，这本书用其严密的逻辑结构和富有创意的论证方式彻底颠覆了我的看法。其核心贡献在于对“经验沉淀”过程的解构。作者将这一复杂过程拆解为“感知—反思—概念化—实验”的四个连续但又相互作用的阶段，并辅以大量不同学科背景下的跨界案例进行交叉验证。尤其令人眼前一亮的是，书中对“失败经验的价值”这一主题进行了深刻的挖掘，提出了一个“建设性失败模型”，这颠覆了许多组织中对错误的固有认知。作者强调，如何有效地从负面结果中提炼出可操作的知识，比简单地追求成功经验更为关键。虽然全书的理论基石非常坚固，但某些章节在实际应用层面的操作指南稍显简略，比如如何设计一个能在短时间内高效完成“概念化”的研讨会，可能需要读者自行进行大量的实践摸索和调整。
这本新近出版的专著，汇集了多个领域专家的真知灼见，无疑为当前的学术研究和实践探索提供了宝贵的参照。它着重探讨了理论与实践相结合的有效途径，尤其是在那些需要深度参与和亲身体验才能获得真谛的领域。书中对“体验”这一核心概念进行了多维度的剖析，从认知心理学的基础框架到具体的操作方法论，层层递进，展现出扎实的理论功底。我特别欣赏作者在构建案例研究时的严谨性，他们并未停留在表面的现象描述，而是深入挖掘了影响学习者行为模式和决策过程背后的深层驱动力。比如，其中关于模拟训练效果评估的部分，提供了一套相当精细的量化指标，这对于我们评估现有培训项目的效力非常有指导意义。当然，书中的一些章节在深入探讨复杂的系统动力学时，对于初次接触该领域的读者来说，或许需要稍作沉淀，但这恰恰体现了作者对专业深度的不妥协，要求读者进行真正的智力投入，而非仅仅是信息接收。总而言之，这是一部值得反复研读的参考书，它拓宽了我们对知识获取过程的理解边界。
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这本书的叙述风格非常独特，它不像传统教科书那样刻板说教，反而更像是一场引人入胜的智力漫游。作者擅长运用富有画面感的语言，将抽象的管理原则具象化为一系列可感知的场景。印象最深的是关于“冲突解决”的章节，它没有直接给出僵硬的步骤清单，而是通过一系列精心设计的对话片段和角色扮演情景，引导读者自行体会最佳干预时机和措辞的重要性。这种“示教而非告知”的处理手法，极大地增强了读者的代入感和学习的主动性。书中对不同文化背景下的学习差异的探讨也颇具启发性，它清晰地指出了“普适性”方法论的局限性，强调了在地化调整的必要性。唯一的不足，或许是其在信息密度上处理得过于均匀，对于那些只想快速获取核心工具包的读者而言，可能需要花费更多精力去筛选和提炼重点。但对于追求全面理解的深度学习者而言，这种详尽无遗的铺陈反倒是巨大的优势。
