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In: Vanessa Merton, The Work of a CUNY Law Student: Simulation and the Experiential Learning Process, 37 UCLA L. Rev. 1195 (1990)
SSRN
In: Therapy in Practice Ser.
In: Arena working paper 94,3
This paper describes two From-Toe frameworks incorporating institutional and behavioral changes that introduce experiential learning in a developing country without arousing cultural disputes. The setting is Myanmar, a country struggling to join the global economy despite severe political and economic troubles. These frameworks may be useful for those assisting MBA program start-ups in other developing countries.
BASE
In: Peace & change: PC ; a journal of peace research, Band 15, Heft 3, S. 312-330
ISSN: 1468-0130
In: World health forum: an intern. journal of health development, Band 13, Heft 4
ISSN: 0251-2432
In: Public administration and development: the international journal of management research and practice, Band 9, Heft Jan-Mar 89
ISSN: 0271-2075
In: Teaching public administration: TPA, Band 13, Heft 1, S. 19-27
ISSN: 2047-8720
In: Public administration and development: the international journal of management research and practice, Band 9, Heft 1, S. 1-16
ISSN: 1099-162X
AbstractThe theme of learning from experience as a means of improving the effectiveness of rural development projects and programmers has been common in recent years. Considerable effort has been put into refining, monitoring and evaluation systems to enhance organizational learning processes. However, an emphasis on normative approaches to evaluation and learning from experience has led to the neglect of research into the actual processes by which rural development agencies utilize experience. The case study presented here points to the shortcomings of such approaches and illustrates the partisan manner in which individuals and organizations treat the lessons of experience. Actively 'not learning from experience' is as much a part of organizational processes as learning from experience. This paper examines the implications of this finding and reviews alternative approaches to improving experiential learning in rural development activities. It is found that such a perspective does not generate the innocuous technical prescriptions characteristic of conventional approaches, but a number of useful directions for further research can be identified.