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Background: The leisure and recreational sports market, a multibillion-dollar industry, isexperiencing a transformative shift. With increased competition and changing consumerdemographics, businesses and facilities are seeking innovative strategies to ensure customerretention and maintain profitability. Golf, as a key player in this sector, has seen a resurgencein popularity due to its adaptability during social distancing measures. Amid this growth, theindustry faces challenges to engage and retain a new demographic of golfers. To address this,experiential marketing, emphasizing immersive and interactive customer experiences, hasbecome increasingly critical. This approach focuses on creating memorable experiences ratherthan simply providing product or service information. Purpose: The aim of this study is to investigate the influence of experiential marketing oncustomer engagement and loyalty within the golf industry, specifically analyzing howdifferent golf course dimensions affect consumers' emotional responses and willingness toreturn. This research will provide valuable insights for the development of effectiveexperiential marketing strategies in participation sports. Method: Ontology - Constructivism; Epistemology - Interpretivism; Methodology - Multiplecase study; Data collection - 10 semi-structured interviews; Sampling - Criterion sampling,which followed the criteria: (1) recent experience, participants must have played at both golfcourses during the 2023 season, ensuring that their experiences and feedback are current andrelevant to the present-day amenities offered by the clubs, while also minimizing theinfluence of any seasonal effects. (2) geographic location, participants must reside within theJönköping region, as this helps ensure that their experiences are not biased due to traveling toa new region or country, which could potentially lead to biased conclusions. (3) time played,the golfers must have completed at least 18 holes of golf as to ensure that they get the fullexperience at both of the selected golf courses.; Data Analysis – Content Analysis (creation ofa tree-diagram based on quotes, sub-categories, generic categories and main categories) Conclusion: This research offers insights into how experiential marketing dimensions likeamenities, atmosphere, and customer service influence golfer satisfaction and returnintentions. Key findings indicate that these elements elicit strong emotional responses, drivinggolfer loyalty. A holistic approach that addresses both tangible and intangible elementsenhance overall satisfaction. This study underlines the need for continued research into thesefactors to support the development of effective strategies for the golf industry.

Leaders’ individual transformative capabilities, qualities and skills are critical to the sustainable transformation in organisations. This exploratory research aims to explore the inspiration from the creative process of craftsmen to enable inner development of sustainable leaders for promoting sustainable transformation. Taking experiential learning as an intermediate factor, the thesis asks two research questions. 1) How does the creative process of craftsmen contribute to experiential learning?2) What is the implication of experiential learning to inner development of sustainable leaders? The frameworks of the creative process, the Inner Development Goals and the Experiential Learning Cycle are used to analyse the potential of experiential learning observed through the craftsman's creativity process to enable inner development of sustainable leaders. The research is led in two parts. The first part is an inductive empirical research based on semi-structured interviews with selected craftsmen to understand how craftsmen engage in experiential learning during their creative process. The second part of the research is a deductive theoretical analysis to understand how experiential learning can facilitate inner development of sustainable leaders. The results suggest that engaging in experiential learning through creative process is an innovative pers for sustainable leaders to develop individual transformative capabilities, skills, and competences for their inner development. Theoretical implications and practical recommendations are provided based on the findings of the research.

Youth-serving organizations, such as 4-H, place a large emphasis on positive youth development and experiential learning in order to assist youth in acquiring specific life skills. The literature suggests that residential summer camps are one of the best ways to provide positive youth development, experiential learning, and targeted life skills. This study was a mixed methods design which utilized four residential summer programs throughout the state of Mississippi in order to compare the differences between the residential 4-H summer programs that took place on a university campus to those that took place within the naturalistic environment. The results of this study indicate that on-campus residential summer programs achieved the essential elements of positive youth development more so than those that took place within the naturalistic environment. The on-campus program participants also acquired targeted life skills more so than those that participated in programs that took place within the naturalistic environment.

This thesis describes the research carried out to identify mechanisms as potential causes of action that can lead to improved learning outcomes. Identifying mechanisms requires an exploratory approach because mechanisms are not always directly perceivable. The potential mechanisms in this study were identified by analysing the reflections of students who participated in experiential learning projects during business process management education. The research was necessary due to a persistent need to minimise the gap between learning and practice. The research is unique because it takes a student-dominant approach to review students' reflective practices using a novel pragmatic-critical realist paradigm. Although reflection is central to experiential learning, there is limited understanding of how students reflect and what they consider to influence their learning outcomes. This limitation was explored using action research with mixed methods analysis which combined thematic analysis and partial least squares based structural equation modelling. During four action research cycles, student reflections on business process projects as part of higher education enterprise systems and business process management courses in a South African higher education institution were observed and analysed. Each action research cycle changed one aspect of the students' projects. The first intervention required students to reflect on action, the second required students to reflect in action, and the third required reflection for action. In the fourth cycle, the teaching staff changed. The findings showed that reflection is complex and must be linked to action to improve learning. Reflections were observed to positively influence learning outcomes when students apply effort to assigned tasks. On the basis of the observations, two models were proposed. The first model is a learning influence model embedded in the second disruptive learning model. The models show that reflective practices can improve learning outcomes by recognising that students learn at different levels but are predominantly absolutist. Students need to be inspired to apply effort in completing tasks and overcoming satisficing.

Abstract This master thesis is divided into two parts, one pedagogical and one engineering. The purpose of the pedagogical part of this master thesis was to investigate how students learn during projects. At the Royal Institute of Technology in Stockholm, three larger student projects occurred where the students themselves developed an probe that was launched into the atmosphere. The supervisors of the projects wanted to find out how the students learn during the project. The thesis includes in-depth interviews with current and former university students. In order to compare and gain new perspectives on learning, the study also included interviews with high school students to identify their corresponding experiences of learning in their final projects in Swedish upper secondary school. The result from this study shows that the students learn through participating in activities, collaboration and communication. Giving the students responsibility, a mutual goal and an important assignment makes them collaborate and learn from experience through reflection. The purpose of the engineering part of this master thesis was to investigate samples that were collected during the Arctic Summer Cloud Ocean Study in the summer of 2008. The samples were studied by using a scanning electron microscope. The results of the thesis are consistent with former studies on samples collected in Arctic. The images from the microscope showed microgels and how the gels assembled into larger particles, particles which can play a crucial role in the formation of clouds.

Faculty who teach at the college level are often responsible for their own pedagogical training and development, and leading a short-term study abroad program may be one strategy for helping faculty with this development. This study explores the experiences of faculty who have led short-term study abroad programs and provides insight into how the experiences align with experiential learning models and ways that they can lead to pedagogical development. Nine faculty members were interviewed and asked questions about their teaching backgrounds, their introduction to study abroad, and their experiences related to teaching and learning while abroad. The findings show that faculty have opportunities for learning while leading programs abroad and that the learning opportunities could spur pedagogical change and improvement. To ensure that faculty learn from their experiences, they should progress through a formal experiential learning process that requires them to reflect on and conceptualize their experiences and then plan to implement changes. A model for guiding faculty through this process is proposed. Recognizing and reflecting on experiences leading programs abroad has the potential to impact faculty teaching, and a formalized experiential learning process will ensure that faculty fully realize the benefits of these experiences through improvements in their teaching.

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This thesis began as an exploration of how to create an immersive design through an immersive design experience. The project I used to study this inquiry was the design of a new country pavilion at Epcot in Walt Disney World based on Peru. This project revealed that in architecture, the design process is integral to the outcome; they are interwoven and cannot be separated. Weaving has emerged throughout every level of this investigation, from the intertwining of the overarching ideas to the physical and metaphysical weaving within the project. The method in which I worked became a weaving of the study of artifacts with the use of traditional architectural techniques and the exploration of emerging design technologies. Traditional architectural design processes must be iterated on and adapted to better address more specialized sectors of the industry. For a themed entertainment project specifically, the design process must be catered to understanding and enhancing the user experience. I argue that a more immersive, multimedia design process is necessary to appropriately address these issues. / Master of Architecture / This thesis began as an exploration of how to create an immersive design through an immersive design experience. The project I used to study this inquiry was the design of a new country pavilion at Epcot in Walt Disney World based on Peru. This project revealed that in architecture, the design process is integral to the outcome; they are interwoven and cannot be separated. Weaving has emerged throughout every level of this investigation, from the intertwining of the overarching ideas to the physical and metaphysical weaving within the project. The method in which I worked became a weaving of the study of artifacts with the use of traditional architectural techniques and the exploration of emerging design technologies. Traditional architectural design processes must be iterated on and adapted to better address more specialized sectors of the industry. For a themed entertainment project specifically, the design process must be catered to understanding and enhancing the user experience. I argue that a more immersive, multimedia design process is necessary to appropriately address these issues.