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"Experiential Learning"
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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
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
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
Small Teaching Meets Experiential Learning: A Case and Framework for Accessible Experiential Learning in Post-Secondary Education
Many post-secondary institutions have mandates to ensure access to high-quality experiential learning (EL) for all undergraduate students. Historically, EL initiatives have focused on immersive, high-impact practices like co-op and internship placements, honours research theses, and global exchanges, which are time- and resource-intensive for both students and institutions. While there are many benefits to participating in these experiences, not all students have the resources or interest to take part in these immersive types of EL. To broaden participation in EL across campus contexts, we advocate for a strategic shift in EL’s typical focus on highly immersive programs to include smaller-scale, course-embedded experiences—what we call “Small EL”—that maintain pedagogical value while removing traditional barriers to access. As we define them, Small EL activities are time bound, focused, and lower risk, making them adaptable across disciplines and accessible to diverse student populations. Through an exploration of the experiences of five academics in different roles, we provide a framework for developing, implementing, assessing, and supporting Small EL across a large research-intensive university. This approach to scaling EL not only addresses equity concerns by making EL accessible to historically underserved populations but also offers institutions a scalable strategy to meet performance metrics while enhancing student engagement and skill development.
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
Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario
Th metaverse presents a new opportunity to construct personalized learning paths and to promote practices that scale the development of future skills and collective intelligence. The attitudes, knowledge and skills that are necessary to face the challenges of the 21st century should be developed through iterative cycles of continuous learning, where learners are enabled to experience, reflect, and produce new ideas while participating in a collective creativity process. In this paper, we propose an architecture to develop a metaverse-intensive learning experience (MiLEx) platform with an illustrative scenario that reinforces the development of 21st century career practices and collective intelligence. The learning ecosystem of MiLEx integrates four key elements: (1) key players that define the main actors and their roles in the learning process; (2) a learning context that defines the learning space and the networks of expected interactions among human and non-human objects; (3) experiential learning instances that deliver education via a real-life–virtual merge; and (4) technology support for building practice communities online, developing experiential cycles and transforming knowledge between human and non-human objects within the community. The proposed MiLEx architecture incorporates sets of technological and data components to (1) discover/profile learners and design learner-centric, theoretically grounded and immersive learning experiences; (2) create elements and experiential learning scenarios; (3) analyze learner’s interactive and behavioral patterns; (4) support the emergence of collective intelligence; (5) assess learning outcomes and monitor the learner’s maturity process; and (6) evaluate experienced learning and recommend future experiences. We also present the MiLEx continuum as a cyclic flow of information to promote immersive learning. Finally, we discuss some open issues to increase the learning value and propose some future work suggestions to further shape the transformative potential of metaverse-based learning environments.
Journal Article
Empowering corporate social responsibility (CSR): insights from service learning
Purpose
This paper aims to explore service learning with its insights in empowering corporate responsibility awareness. Attempts to build corporate responsibility widely in incorporating into the sustainability engagement could be demonstrated in fostering the transformative experiential learning with extensive evaluation and reconfiguration of existing programs. The focus on enhancing the learning experience in emphasizing the community engagement would be applied with strengthening the actual performance in encompassing the ability raising awareness about the environmental issues.
Design/methodology/approach
The approach used in this paper refers to develop the conceptual framework about the service learning with various strategies to give insight on corporate social responsibility (CSR). Incorporating the approach of conceptualizing the basis of service learning, key consideration was generated into particular enhancement of service learning in contributing to the CSR.
Findings
The finding reveals that getting benefit to serving into the community engagement may take beneficial outcomes with its valuable insight to assist in the progress of program designed with associating to enhance corporate responsibility and sustainability awareness. The advancement of the social control among the companies would be deployed within empowering service learning for CSR where sustainability awareness-based community service as embodiment of CSR should be enhanced through nurturing corporate responsibility-based transformative experiential learning. Moreover, this initiative refers to an attempt to strengthen the basis of corporate responsibility and sustainability awareness-based experiential learning, which could enlarge creative thinking with envisioning sustainability and corporate responsibility.
Originality/value
This study is expected to contribute to the experiential learning to enhance the sustainability within the learning setting engaged in achieving what to contribute to the environmental concern. In creating the situation where the balance between serving and learning can be achieved, attempts to encourage them in joining the service learning program should be collaborated with orienting both personal and social community oriented comprehensively in underlying the responsibility awareness, the sustainability-based moral values. These aim to enhance the understanding stage about the care for protecting the environmental concern within learning experience with the goal to produce responsible awareness especially by economic agents such as shareholders, managers, regulators and active participants to promote sustainable benefits.
Journal Article