The role that courage plays in an experiential learning process

 

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dc.contributor.advisor Ryan, Tom en_ZA
dc.contributor.author Shelley, Elanca en_ZA
dc.date.accessioned 2015-05-28T12:18:42Z
dc.date.available 2015-05-28T12:18:42Z
dc.date.issued 2014 en_ZA
dc.identifier.citation Shelley, E. 2014. The role that courage plays in an experiential learning process. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/12995
dc.description Includes bibliographical references. en_ZA
dc.description.abstract Experiential learning is a well-known learning theory that underpins management development. This study presents a causal theory that is based on experiential learning and explains why some students experience a transformational learning experience that increases their management effectiveness and others do not. This theory was developed within a critical realist ontology and it used a constructivist grounded theory methodology to emerge the key variables that formed the theory. Prior to the grounded theory study, a pilot study was conducted to develop the conceptual framework for the research. This pilot study included approximately 240 research participants from within the classrooms in my work context. The conceptual framework facilitated the development of the key research question: How do engaged, learning ready students, who can manage their own learning process, undergo transformational learning experiences that increase management effectiveness? en_ZA
dc.language.iso eng en_ZA
dc.subject.other Business Administration en_ZA
dc.title The role that courage plays in an experiential learning process en_ZA
dc.type Doctoral Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Commerce en_ZA
dc.publisher.department Graduate School of Business en_ZA
dc.type.qualificationlevel Doctoral
dc.type.qualificationname PhD en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Shelley, E. (2014). <i>The role that courage plays in an experiential learning process</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,Graduate School of Business. Retrieved from http://hdl.handle.net/11427/12995 en_ZA
dc.identifier.chicagocitation Shelley, Elanca. <i>"The role that courage plays in an experiential learning process."</i> Thesis., University of Cape Town ,Faculty of Commerce ,Graduate School of Business, 2014. http://hdl.handle.net/11427/12995 en_ZA
dc.identifier.vancouvercitation Shelley E. The role that courage plays in an experiential learning process. [Thesis]. University of Cape Town ,Faculty of Commerce ,Graduate School of Business, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/12995 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Shelley, Elanca AB - Experiential learning is a well-known learning theory that underpins management development. This study presents a causal theory that is based on experiential learning and explains why some students experience a transformational learning experience that increases their management effectiveness and others do not. This theory was developed within a critical realist ontology and it used a constructivist grounded theory methodology to emerge the key variables that formed the theory. Prior to the grounded theory study, a pilot study was conducted to develop the conceptual framework for the research. This pilot study included approximately 240 research participants from within the classrooms in my work context. The conceptual framework facilitated the development of the key research question: How do engaged, learning ready students, who can manage their own learning process, undergo transformational learning experiences that increase management effectiveness? DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - The role that courage plays in an experiential learning process TI - The role that courage plays in an experiential learning process UR - http://hdl.handle.net/11427/12995 ER - en_ZA


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