Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education

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dc.contributor.advisorHall, Martinen_ZA
dc.contributor.advisorCollier-Reed, Brandon Ien_ZA
dc.contributor.advisorCase, Jennien_ZA
dc.contributor.authorMarks, Jonathan Tresmanen_ZA
dc.date.accessioned2014-09-02T17:11:24Z
dc.date.available2014-09-02T17:11:24Z
dc.date.issued2012en_ZA
dc.description.abstractEntrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic framework to identify the qualitatively different ways in which students experience this experiential learning approach to entrepreneurship education. This research shows that students' ways of experiencing learning can be characterised in one of two ways; a superficial way of experiencing learning in which students takes on a less sophisticated and surface view of learning, and an immersed way of experiencing learning in which students' engage in a deep and sophisticated manner. These ways of experiencing learning suggest two ways in which Kolb's Experiential Learning Cycle is interrupted; firstly, at the point of concrete experience, and secondly, at the point of reflective observation. This study makes a contribution to knowledge by examining experiential learning from the perspective of the student, and shows how programmes of entrepreneurship education can be better designed, in order to have an impact on entrepreneurial activity and socio-economic development.en_ZA
dc.identifier.apacitationMarks, J. T. (2012). <i>Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education</i>. (Thesis). University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering. Retrieved from http://hdl.handle.net/11427/6884en_ZA
dc.identifier.chicagocitationMarks, Jonathan Tresman. <i>"Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education."</i> Thesis., University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering, 2012. http://hdl.handle.net/11427/6884en_ZA
dc.identifier.citationMarks, J. 2012. Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Marks, Jonathan Tresman AB - Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic framework to identify the qualitatively different ways in which students experience this experiential learning approach to entrepreneurship education. This research shows that students' ways of experiencing learning can be characterised in one of two ways; a superficial way of experiencing learning in which students takes on a less sophisticated and surface view of learning, and an immersed way of experiencing learning in which students' engage in a deep and sophisticated manner. These ways of experiencing learning suggest two ways in which Kolb's Experiential Learning Cycle is interrupted; firstly, at the point of concrete experience, and secondly, at the point of reflective observation. This study makes a contribution to knowledge by examining experiential learning from the perspective of the student, and shows how programmes of entrepreneurship education can be better designed, in order to have an impact on entrepreneurial activity and socio-economic development. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education TI - Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education UR - http://hdl.handle.net/11427/6884 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/6884
dc.identifier.vancouvercitationMarks JT. Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education. [Thesis]. University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6884en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Mechanical Engineeringen_ZA
dc.publisher.facultyFaculty of Engineering and the Built Environment
dc.publisher.institutionUniversity of Cape Town
dc.titleKolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship educationen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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