One of the strengths of experiential learning in practice is the meaning that we give our actions and therefore our thinking. The inquiry is a reflective account involving participative research amongst 81 management consultants in which the author functions as a researcher and as a consultant. The research explores the subjective experiences of undertaking management consultancy and is concerned with the development of professional knowledge and practice. The researcher positions himself at the centre of the study as he examines the multiple ways in which management consultants reflect and learn as they undertake their practice. The principal aim is to assist the development of the researcher's own reflective practice, and to explore how learning from experience can enhance the way he undertakes management consulting. The researcher describes his own experiences within the research project and reflects upon the dynamics of management consultancy. He illustrates some of the mechanismst hat underlie client-consultantd ynamics and highlights some of the emotionally-chargedr elationshipst hat occur in client systems. The research involves the use of participatory approaches. During the inquiry the researcher reflects upon his own experience, attending to his feelings and values, and re-evaluates the experience in the light of interactions with a core group of the participants. His relationship to the research field and setting is that of immersion or "being fully there". An analysis is undertaken of the participants' psychological type and Learning Style preferences using data from self-report inventories. Comparisons are made with previous studies about consultants and change agents. A qualitative approach is considered for the study. This encourages interpretative human skills and is concerned with description and interpretation rather than with measurement and prediction. Two extended case studies using an Action Science methodology assist the reflective accounts amongst consultants, sponsors and clients, whose experiencesd rawd eeplyo n their personasl elvesi n rolep erformance. The researcher develops his own framework of learning from experience, by linking learning style with specific processes of reflection and reflexivity, and points the way towards a more reflexive approach in informing consultants' practice.

After the revolutionary progress of communication instruments and transportations, the whole world entered the new era called globalization. However, the trend of globalization had brought great impacts on each nation¡¦s society, politics and economics; as a result, each nation has faced the crisis of development. In order to reverse this situation, some scholars start to encourage every city to construct and develop city image and take the idea of marketing for another purpose: to popularize city image for raising the regional competitiveness In this paper, experiential marketing and experiential value will be used as the theoretical foundation for discussing its effects on the communication outcome of city image. Furthermore, this research will also include demographic variables in order to discuss whether or not demographic variables may have influence on citizens¡¦ vibration on city image, According to the research outcome, it reveals that experiential marketing and experiential value do have impacts on the communication outcome of city image; besides, it also reveals that demographic variables do explain citizen¡¦s different vibration on city image. At the end of this paper, on the basis of the research findings, this paper investigates the implications to the education system, aiming at providing references for the purpose of strategy formulation in the future.

Thesis (M.Sc. Sch. of Ag. & Rural Devel.) --University of Western Sydney, Hawkesbury, 1996. / "A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.

Experiential purchases represent a unique, and exceedingly popular, type of marketing behavior. The current research looks to explore and empirically uncover the dimensions that form, and outputs the stem from, high quality experiential purchases through inductive, qualitative analysis ultimately leading to quantitative testing of an original empirical model. Three studies are presented. In Study 1, depth interviews are conducted and emerging themes are coded using an established grounded theory design. In Study 2, a critical incident survey, constructed from the insight uncovered in Study 1, is administered, analyzed and coded. Finally, in Study 3, an empirical model of experiential purchase quality (EPQ), driven by Study 1 and 2, is assembled and hypotheses, guided by self-enhancement theory are constructed. The model is then tested across three different experiential time horizons. In addition, a multi-group analysis is performed in order to examine differences in structural relationships across the time horizons. This research offers insight into the value sources of experiential purchase quality and the outcomes that stem from these unique types of purchases. Dimensions of experiential purchase quality are identified and empirically examined. It is also determined that while social congruence with others adds to experiential quality in longer experiences, it is not a significant dimension of experiential quality in shorter experiences. The impact of servicescape quality on experiential purchase quality is at its highest in two-to-three day experiences, suggesting that high quality servicescape management may have limited returns for longer experiences. In terms of experiential outputs, self-attachment in high-quality experiential purchases drives the behavior stemming from these purchases. One of the most enlightening findings revealed through this research is the strong relationship between experiential purchase quality and nostalgic memories of the experience, and how that nostalgia drives behaviors beneficial to the experiential firm. Finally, fantasizing about the experience in the future is seen as a complex construct that drives positive outcomes for the firm, but is itself negatively impacted by experiential purchase quality. Managers of experiential firms may be able to operationalize this self-attachment through promotional efforts directed at customer engagement and by focusing on the customer’s nostalgia toward the experience.

This dissertation is entitled, "The Awareness of Wildlife Conservation by learners and educators in the Bojanala District". Following a national initiative driven by the Department of Education, the entire School Curriculum is being changed. Since 1998 there has been a shift from the traditional system of individual, unrelated subjects to an emphasis on integrated themes. The subject of environment was to be incorporated into the new curriculum, particularly at the primary school level, through these themes. The Environmental Education, particularly wildlife conservation topics are therefore likely to receive more attention than it has in the past. However the system has not yet been designed to cater for such topics, which can educate learners on how to preserve, protect and conserve their wildlife species. It is unclear how effective education around environmental issues will be. The study sought to answer the following research questions: • Does the National Curriculum Statement cater for Environmental Education, particularly for the wildlife conservation topics in Bojanala District? • Do educators in schools and other NGO'S promote wildlife conservation in Bojanala District? • What learners' and educators' activities and natural traits endanger wildlife? • Can game animals be managed sustainably? The study drew its population and sample from the Bojanala District area which included both Bojanala West and Bojanala East. The data collected through questionnaire and interviews were subjected to both qualitative and quantitative analysis. The literature search revealed that wildlife extinction comes about when the birth rate of an established population remains less than its death rate for a sufficiently long time interval to allow random fluctuations in the yearly death rate to diminish the population size to zero. Findings on the view of people were also noted. Learners and educators, including other community members around the Bojanala District area, particularly in the rural areas, have unquestionably contributed to the high rate of extinction of many modem species either directly through hunting or indirectly through habitat destruction. Most of the learners lack information as far as wildlife conservation is concerned. Concerning the remedies, environmentalists and NGO'S around the Bojanala District areas should ensure and encourage the conservation organizations to collaborate their conservation projects together with the local schools to ensure proper understanding as far as wildlife conservation is concerned and to educate both learners and educators on how to protect wildlife species. Finally, to ensure success in trying to deal with the problem caused by lack of knowledge in wildlife conservation matters or projects, the study expressed the need for further research to be conducted on the Curriculum Development, to find out why Environmental Education programmes, particularly wildlife conservation topics are not yet included or integrated into other school learning areas. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2010

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Thesis (M.M.)--University of the Witwatersrand, 2011. / The subject of this research is “A phenomengraphic study of experiential learning within a South African MBA context”. The specific MBA context explored in this study is the Negotiation elective of the MBA programme at the University of the Witwatersrand’s Graduate School of Business Administration (Wits Business School). In her capacity as Career Advisor to postgraduate students at Wits Business School, the researcher encountered a number of MBA students who, subsequent to taking the MBA Negotiation elective, had gone through a period of considerable reflection, introspection and change. The changes observed ranged on a continuum, from basic behavioural adjustments to profound transformation. This led the researcher to question whether the Negotiation elective acted as a catalyst to this change. The MBA Negotiation elective utilises various elements of experiential learning and has been widely regarded as an exemplar of experiential learning pedagogy within the University of the Witwatersrand/Wits Business School community. An evaluation of experiential learning pedagogy would thus prove useful to business school educators and career management practitioners who are primarily concerned with preparing students to manage work problems, lead subordinates and to make appropriate career and life choices in an increasingly complex and ambiguous global environment of business. The research intent was to explore and analyse the qualitatively different experiences of students in the Negotiation elective, in order to discover the essence of what students experienced in the elective and how they experienced the phenomenon of experiential learning within the context described above. The intent provided the researcher with the rationale for the adoption of 3 phenomenology and, more specifically, phenomenography for the research and analysis process. The researcher interviewed a purposive sample of eight students from the Negotiation elective at Wits Business School and gained their views on the research question. The respondents’ narratives derived from a single open ended question namely, “Tell me about your experience in the Negotiation elective, with particular reference to your learning and development.” The narratives were subjected to a process of eidetic reduction, in accordance with the phenomenological method. From this process, the researcher was able to distil the findings into nine themes, which were then cross analysed and compared to the literature review. The researcher was able to capture interesting insights into the similarities and variances in the students’ conceptions of the phenomenon of experiential learning. A number of discoveries were made. Firstly, the research findings confirmed that a causal relationship exists between the level of significance attributed to an experience and the actual learning that resulted there from. Further, individual personality, learning style and behaviour impacted upon the receptivity to the experiential learning modality. The research study was able to tap into the transformative role of experiential learning, through the analysis of the themes of double loop learning and mental models that emerged from the analysis of the respondents’ narratives. The value of reflection as a learning mechanism was confirmed and provides evidence of how learning is acquired through experiential learning pedagogy. Further, the research study was able to provide concrete examples of learning and development that resulted from the Negotiation elective and was also able to provide a critical perspective of the importance of the time dimension in development. 4 The research provides conclusive evidence of the correlation between the facilitator in an experiential learning context and the resultant learning and development. The research findings put forward a number of facilitation criteria that are essential for the provision of optimal learning within a community of learners. The possible shortcomings of this pedagogy are also highlighted through an exposure of the potential for framing and bias in the experiential learning context. Finally, the study confirms the assertion of Patel (2003) that experiential learning is phenomenological practice. The research findings provide convincing support for the utilisation of experiential learning pedagogy as an appropriate androgogic approach for the management of ambiguity and complex change and the development of self-awareness and personal mastery. It should be adopted as modality of choice in preparing students for the leadership and management challenges of the environment of business in the 21st century.

Thesis advisor: Karen Arnold / American college students have an unprecedented range of international opportunities available to broaden their world view and deepen their understanding of global issues, whether through formal study abroad programs, international internships, international volunteer projects or work abroad opportunities. However, students too frequently accumulate international experiences in an ad hoc fashion, absent from any clear relationship to their curricular choices and unrelated to their career goals. Substantial research has been conducted on internships as a form of experiential learning as well as study abroad as a basis for global learning. Both internships and study abroad have a long tradition in American higher education, however there is very limited research on the combination of these two activities in international internships. This study focuses on a cohort of students who traveled to Beijing, China in the course of one semester as they live and learn together, alongside students from multiple American universities, internship supervisors, and faculty and staff from the Chinese Studies Program. To better understand the features of the international internships that contribute to students’ intercultural development, this study examined the real and perceived development of a group of students (N=8) engaged in international internships utilizing Kolb’s Model of Experiential Learning using a case study approach. Program conditions that nurtured students’ international internship experience included aspects of their international internship placements, facilitated contact with natives in and outside the work environment, academic coursework, and student self-initiated exploration. Analysis of the participant narratives indicates a web of interconnected features that provided the foundation for students to get out of their comfort zone, reflect on their experience, and gain confidence to navigate a new culture and language to enhance the international experience. The results open up new possibilities for inquiry into international internships programs and their connections to experiential learning and careers. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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