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"Experiential Learning"
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ONCE BITTEN TWICE SHY? EXPERIENCE MANAGING VIOLENT CONFLICT RISK AND MNC SUBSIDIARY-LEVEL INVESTMENT AND EXPANSION
Research summary: Researchers have increasingly emphasized the need to better understand how context affects the value of experiential learning. We address this gap by investigating when corporate-level experience ca be leveraged across borders and when experience needs to be country-specific to be valuable. We test our hypotheses using a unique multi-source panel dataset of 379 large MNCs from 29 home countries and their subsidiaries in 117 host countries over a 10-year period, 1999–2008. In contrast to prior research, we find that the ability of a firm to leverage its experience with political risk across borders is limited by the type of risk involved. Experience with nonstate violent conflicts may be transferrable, but only country-specific experience appears to yield measureable benefits for conflicts involving the host country government. Managerial summary: Violent conflicts not only increase social unrest but also impose added costs of doing business. For managers who find themselves in the midst of violent conflicts or who wish to survive and potentially gain a competitive advantage in operating in such challenging environments, is it possible to learn to manage such a seemingly \"unmanageable\" problem? In contrast to studies that have examined other types of political risk, we find that the ability of a firm to leverage its experience with violent conflict risk across borders is limited. Specifically, only country-specific experiential knowledge about how the host government prepares and manages such conflict risks yields measureable economic benefits for MNCs and their subsidiaries operating in countries during conflict.
Journal Article
Experiential learning theory and hybrid entrepreneurship: factors influencing the transition to full-time entrepreneurship
PurposeThrough the lens of experiential learning theory, this conceptual paper examines the factors influencing the likelihood of transitioning from hybrid to full-time entrepreneurship. It is critical to evaluate the experiential learning that takes place during the hybrid phase, in order to establish a more nuanced understanding of the dynamic entrepreneurial journey.Design/methodology/approachThis conceptual paper made use of a secondary data analysis of the existing academic literature, in particular using a thematic analysis, in order to propose a conceptual model and associated propositions.FindingsThe proposed conceptual model identifies four factors: fear of failure, perceived risk, entrepreneurial competency development and self-efficacy that are predicted to influence the transition decision. This paper establishes hybrid entrepreneurship as an effective learning ground and path toward full-time entrepreneurship.Practical implicationsProviding insights into the factors that influence the transition, allows policy makers to establish systems and incubators to support hybrid entrepreneurs reach the tipping point at which they have sufficient knowledge to enter full-time entrepreneurship. This paper establishes the importance of developmental policies aimed at encouraging hybrid entrepreneurship. There are also implications for managers of hybrid entrepreneurs to establish policies that encourage a culture of transparency and reap the benefits of enhanced employee development.Originality/valueThe paper has three predominant sources of value. First, offering a multidisciplinary approach by extending an existing theory to a new context; second, through the establishment of a conceptual model, offering propositions readily linked to hypotheses for future empirical assessment and third, enhancing the visibility of hybrid entrepreneurship in the literature to encourage public policy intervention and support.
Journal Article
Designing transformative experiences : a toolkit for leaders, trainers, teachers, and other experience designers
\"A new lens on leadership and living with a research-based guide for designing experiences that can touch hearts, provoke minds, and change lives in powerful ways. Transformative experiences are life events that change our sense-of-self in important ways. How do they work? What elements do they require? How can we learn to design them intentionally? By embracing the research-based approach of ELVIS (The Experiential Learning Variables and Indicators System), this book details how to re-cast yourself as an Experience Design Leader, one that can provide those in your organization with the opportunities needed to reflect and grow as individuals. Beginning with the ELVIS Framework, you will gain deep foundational insight into how transformative experiences work. And then with the ELVIS Toolkit, which includes seven practical design elements, you will have the key to unlocking these powerful experiences for yourself and others. Whether you are new to the idea of designing experiences for others or are a seasoned veteran, ELVIS shows you how to tap into the psychology operating behind the most powerful and important experiences of our lives-those which shape who we are\"-- Provided by publisher.
Book
Self-directed experiential learning to meet ever-changing entrepreneurship demands
PurposePolicy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.Design/methodology/approachThe paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.FindingsThe formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.Practical implicationsSDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.Originality/valueThe described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.
Journal Article
Emergent learning for wisdom
\"The new millennium presents us with unexpected events that challenge us to think and act in fundamentally different ways. Meeting these challenges requires not only the creation of knowledge but the development of wisdom. This book draws together forty years of scholarship and practice, along with original research, to catalyze our expertise in learning about what we don't know. As evident from the perspective of the learner, a pattern of four distinctive phases of experience - a specific sequence of cognitive, affective, and relationship features - can generate an enhanced perspective out of confusion and lead to wisdom in action\"-- Provided by publisher.
BOOK
Short-Term Effects of an eHealth Care Experiential Learning Program Among Patients With Type 2 Diabetes: Randomized Controlled Trial
Type 2 diabetes is a chronic disease with a significant medical burden. eHealth care integrates medicine and technology to enhance the outcomes of such patients; however, adequate eHealth literacy (eHL) is necessary for that to happen. Fostering eHL is crucial for patients with diabetes to engage with eHealth care and receive quality care and timely support. Experiential learning theory can enhance patients' eHL and skills to use eHealth care technology in their daily care.
This study explored the effectiveness of an eHealth care experiential learning program in improving eHL, patient health engagement, and eHealth care use status among patients with type 2 diabetes in 3 months.
In this randomized controlled trial, patients under case management services from various clinics in Taiwan were randomly assigned to either the intervention group receiving the 6-session eHealth care experiential learning program or the control group receiving the usual care. Data were collected using structured questionnaires at 3 time points: pretest, postintervention, and 3 months after the intervention. Descriptive data were presented using frequency distribution, percentage, mean, and SD. The outcomes were analyzed using a generalized estimating equation method by intention-to-treat analysis.
A total of 92 participants (46 in each group) were recruited in this study. Of these, 86 completed the course and follow-up evaluations with a mean age of 62.38 (SD 12.91) years. After completing the intervention, the intervention group had significantly higher posttest scores in eHL (β=19.94, SE 3.52; P<.001), patient health engagement (β=.28, SE 0.13; P=.04), and eHealth use (β=3.96, SE 0.42; P<.001) than the control group. Furthermore, the intervention group maintained these significant improvements in eHL (β=18.19, SE 3.82; P<.001) and eHealth use (β=3.87, SE 0.49; P<.001) after 3 months.
Participating in the eHealth care experiential learning program resulted in significant improvements in eHL, patient health engagement, and eHealth use among patients with type 2 diabetes. Our interventional program can inform future clinical practice and policies to strengthen self-management skills and facilitate the use of health technology in caring for patients with chronic diseases.
ClinicalTrials.gov NCT05180604; https://clinicaltrials.gov/ct2/show/NCT05180604.
Journal Article
Exploring gender and educational background effects on 21st-century competencies in robot-integrated STEM education: The role of learning attitudes and satisfaction
In the 21st century, STEM (Science, Technology, Engineering, and Mathematics) education plays a critical interdisciplinary role in cultivating students' seven core competencies (7C) learning performance: computational thinking, collaboration, communication, problem-solving, metacognitive awareness, creative thinking, and critical thinking. While these competencies are essential for future-ready learners, limited research has quantitatively examined how learner characteristics, such as gender, education level, learning attitudes, and learning satisfaction, affect students' 7C learning performance in robot-integrated STEM education. This study adopted a quantitative research design involving 67 students from healthcare-related programs who participated in a robot-integrated STEM learning activity. Data were collected through validated instruments measuring learning attitudes, satisfaction, and 7C learning performance. Statistical analyses, including t tests, one-way ANOVA, Pearson correlation, and multiple regression, were used to examine group differences and predictive effects. The findings revealed no significant gender differences in perceived learning needs. However, students with higher education levels demonstrated stronger development in 7C learning performance. In addition, learning attitudes and learning satisfaction significantly predicted students' 7C learning performance, and the seven competencies were strongly intercorrelated. Based on these findings, the study proposes strategies for enhancing robot-integrated STEM and programming education, particularly within healthcare-related contexts, through interdisciplinary curriculum design. These insights provide guidance for educators, curriculum designers, and policymakers aiming to foster holistic, competency-based STEM education.
Journal Article