Handbook of Experiential Learning and Management Education

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  • Format: Hardcover
  • Copyright: 2008-01-06
  • Publisher: Oxford University Press

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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 andexamples 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, JeanNeumann, 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.

Author Biography

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.

Table of Contents

List of Contributorsp. ix
Introduction: Experiential Learning and Management Education: Key Themes and Future Directionsp. 1
Fundamental Ideas and Theoretical Developments in Experiential Learning
Double-Loop Learning in a Classroom Settingp. 21
A Good Place for CHAT: Activity Theory and MBA Educationp. 35
Learning about and through Aesthetic Experience: Understanding the Power of Experience-Based Educationp. 53
Aesthetics in Teaching Organization Studiesp. 70
The Diversity of Classroom Experience
Experiential Learning without Work Experience: Reflecting on Studying as 'Practical Activity"p. 87
Making a Drama out of a Crisis? 'Performative Learning' in the Police Servicep. 105
Experiential Learning in the On-Line Environment: Enhancing On-Line Teaching and Learningp. 123
Implementing Experiential Learning: It's not Rocket Sciencep. 137
Politically Grounded Experiential Learning
Tales of Ordinary Leadership: A Feminist Approach to Experiential Learningp. 155
Theatre in Management and Organization Development: A Critique of Current Trendsp. 169
Wilderness Experience in Education for Ecologyp. 187
Blue-Eyed Girl? Jane Elliott's Experiential Learning and Anti-Racismp. 202
Choosing Experiential Methods for Management Education: The Fit of Action Learning and Problem-Based Learningp. 221
Experiential Learning and Systems Psychodynamics
Pictures from below the Surface of the University: The Social Photo-Matrix as a Method for Understanding Organizations in Depthp. 241
Becoming Better Consultants through Varieties of Experiential Learningp. 258
Balancing the On-Line Teaching of Critical Experiential Design: A Cautionary Tale of Parallel Processp. 274
Integrating Experiential Learning through 'Live' Projects: A Psychodynamic Accountp. 291
Doctoral Students' Experience of Learning
Experiencing Scholarly Writing through a Collaborative Course Project: Reviewing Some of the Literature on the Learning Organizationp. 309
Experiencing a Collective Model of Doctoral Research Supervisionp. 327
Drawings as a Link to Emotional Data: A Slippery Territoryp. 345
Critically Focused Experiential Learning
Power and Experience: Emancipation through Guided Leadership Narrativesp. 363
Work Orientations and Managerial Practices: An Experiential and Theoretical Learning Eventp. 376
Maximum Disorder: Working Experientially with HRM and Business Studies Undergraduatesp. 388
Working with Experiential Learning: A Critical Perspective in Practicep. 400
Conclusion: Institutional Barriers to Experiential Learning Revisitedp. 417
Author Indexp. 433
Subject Indexp. 441
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