Enthusiasm Awareness in Experiential Learning
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 11, Heft 4, S. 21-30
ISSN: 1552-6658
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In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 11, Heft 4, S. 21-30
ISSN: 1552-6658
In: Small group behavior, Band 13, Heft 1, S. 75-90
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 9, Heft 1, S. 46-51
ISSN: 1552-6658
In: Small group behavior, Band 11, Heft 3, S. 251-278
In: Group & organization studies, Band 8, Heft 2, S. 149-153
In this issue we reexamine an old but unresolved problem, that of linking experiential learning to practical application. What makes our focus different from the many earlier treatments of this problem is the specific form of experiential learning examined: the Tavistock Group Relations Conference.
In: Teaching sociology: TS, Band 11, Heft 1, S. 17
ISSN: 1939-862X
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 10, Heft 3, S. 45-56
ISSN: 1552-6658
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 9, Heft 1, S. 33-35
ISSN: 1552-6658
It appears that the AACSB accreditation process is seriously moving into the international business domain. We are also seeing an awakening in the political arena. A Republican administration is much more likely to remove some of the export disincentives that have gradually been placed in the way of American Multinational Corporations in their efforts to increase export sales. This interest in international business is a very good sign which seems to indicate an increase is quite likely in our College enrollment in the general area of international business. The author of this article has been involved with an experiential course offering (A Traveling Seminar) in the area of international marketing and international management for the past six years. The article will highlight some observations about such programs and attempt to pass along a few recommendations for those that might be considering similar course offerings out- side the United States.
BASE
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 9, Heft 1, S. 54-56
ISSN: 1552-6658
In: Exchange: The Organizational Behavior Teaching Journal, Band 8, Heft 3, S. 40-40
In: Human relations: towards the integration of the social sciences, Band 35, Heft 10, S. 879-901
ISSN: 1573-9716, 1741-282X
The purpose of this paper is to collate a theoretical background for the action learning model of management education. The paper relates the learning processes that occur in the action learning model to the basic concepts of group dynamics proposed by Bion. Many writers consider that management education should be active and experienced-based, problemoriented, continuous, supportive, and modified by feedback. Students should have a high level of motivation. The action learning model meets all these criteria. In addition, it has the ability to harness unconscious forces that can be generated in group work if the group is properlyformed and led. Bion identified these forces as the proto-mental system, which derives from the potential valency of each member of the group. The interchange of new learning experiences between the members of the group has been likened to symbiosis by Revans. The potential valency of each member of the group-and hence the symbiotic effect-can be reinforced by the group leader or set adviser and this is a distinctive characteristic of the action learning model.