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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.

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.

List of Contributors ix
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
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