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Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study

Goss, Donna L.
http://orcid.org/0000-0002-4227-3336
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552

Abstract Details

2018, Doctor of Philosophy (PhD), Ohio University, Counselor Education (Education).
Purpose – Participants in this study were asked to describe ways in which they develop and implement experiential teaching strategies to create a robust curriculum that incorporates both classroom and applied learning opportunities, and how and if reflective practices are incorporated into those. Design/methodology/approach – In total, 13 educators from 11 different institutions of higher education in the US participated in the study. Findings – Subjects interviewed described educational strategies within the entrepreneurship field that largely incorporate experiential learning opportunities but vary greatly in terms of breadth and depth of those programs. Further, participants in the study support prior research emphasizing the limited use and design of reflective practices in higher education curriculum. Research limitations/implications – Due to the limited number of educators interviewed in this study, supplementary research utilizing a more robust sample set and a more comprehensive and longitudinal approach to explore the topic of experiential education within the entrepreneurship curriculum is recommended. Further, the data collected indicates a need for future study focused on reflective practices within the curriculum and beyond, and also supports exploration of ways in which experiential learning and reflective practices impact student learning. Practical implications – The data collected illustrates the practical use of experiential learning opportunities and reflective practices amongst the participants. In conclusion, the findings indicate that more creative and purposeful approaches can be made in both these areas. Originality/value – These findings contribute to existing literature exploring the use of experiential learning within entrepreneurship education and further enhances understanding of if and how reflective practices are currently being used within the field. Keywords – experiential learning, reflective practices, entrepreneurship education Paper type – Dissertation
Peter Mather, Dr. (Committee Chair)
Luke Pittaway, Dr. (Committee Member)
164 p.
Education; Educational Theory; Entrepreneurship
experiential learning; reflective practices; entrepreneurship education

Recommended Citations

Citations

  • Goss, D. L. (2018). Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552

    APA Style (7th edition)

  • Goss, Donna. Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study. 2018. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552.

    MLA Style (8th edition)

  • Goss, Donna. "Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study." Doctoral dissertation, Ohio University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552

    Chicago Manual of Style (17th edition)

ohiou1522934870787552
756
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This open access ETD is published by Ohio University and OhioLINK.