Assessing Vertical Development in Experiential Learning Curriculum

Autor/inn/en	Spence, Kirsty K.; McDonald, Mark A.
Titel	Assessing Vertical Development in Experiential Learning Curriculum
Quelle	In: Journal of Experiential Education, 38 (2015) 3, S.296-312 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825915571749
Schlagwörter	Experiential Learning; Curriculum Development; Competency Based Education; Administrator Education; Internship Programs; Teaching Methods; Foreign Countries; Seminars; Undergraduate Students; Athletics; Qualitative Research; Self Evaluation (Individuals); Reflection; Coding; Skill Development; Industry; Communication Skills; Competence; Knowledge Level; Consciousness Raising; Self Esteem; Behavior; Canada + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Berufspraktische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Seminar; Leichtathletik; Qualitative Forschung; Codierung; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Industrie; Kommunikationsstil; Kompetenz; Wissensbasis; Bewusstseinsbildung; Self-esteem; Selbstaufmerksamkeit; Kanada
Abstract	For 30 years, management educators have supported competency-based management education (CBME). When applying CBME, educators stimulate students' "lateral development", known as the acquisition of subject-specific knowledge and competencies that deepen their current perceptions and task performance. We contend CBME is necessary but not sufficient to develop future leaders in an increasingly complex world. Concurrently, educators must design curricula to stimulate students' "vertical development", described as "how we learn to see the world through new eyes, how we change our interpretations of experience and how we transform our views of reality." This study examines the impact of an 8-month internship course on students' lateral and vertical development. The findings support our contention that experiential learning (EL) curricula developed with both lateral and vertical development components are powerful aids in preparing students to address complex work-related challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01