72
Views
0
CrossRef citations to date
0
Altmetric
Teaching & Learning

Peak Learning Experiences: A Group-Based Phenomenological Investigation and Description

References

  • Alvesson, M. C., Hardy, C., & Harley, B. (2008). Reflecting on reflexivity: Reflexive textual practices in organization and management theory. Journal of Management Studies, 45(3), 480–501. doi:10.1111/joms.2008.45.issue-3
  • Andresen, L., Boud, D., & Cohen, R. (2000). Experience based learning. In G. Foley (Ed.), Understanding adult education and training (Second ed., pp. 225–239). Sydney, Australia: Allen & Unwin.
  • Anseel, F., Lievens, F., & Schollaert, E. (2009). Reflection as a strategy to enhance task performance after feedback. Organizational Behavior and Human Decision Processes, 110, 23–35. doi:10.1016/j.obhdp.2009.05.003
  • Arbaugh, J. B., Desai, A., Rau, B., & Sridhar, B. S. (2010). A review of research on online and blended learning in the management disciplines: 1994–2009. Organization Management Journal, 7, 39–55. doi:10.1057/omj.2010.5
  • Arbaugh, J. B., Godfrey, M. R., Johnson, M., Pollack, B. L., Niendorf, B., & Wresch, W. (2009). Research in online and blended learning in the business disciplines: Key findings and possible future directions. The Internet and Higher Education, 12(2), 71–87. doi:10.1016/j.iheduc.2009.06.006
  • Beard, C., Smith, K., & Clegg, S. (2007). Acknowledging the affective in higher education. British Educational Research Journal, 33(2), 235–252. doi:10.1080/01411920701208415
  • Beard, C., & Wilson, J. (2006). Experiential learning: A best practice handbook for educators and trainers (2nd ed.). London, UK: Kogan Page.
  • Biggs, J. B. (1990). Teaching: Design for learning. In B. Ross (Ed.), Teaching for effective learning (pp. 11-26). Sydney, Australia: HERDSA.
  • Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham, UK: OUP.
  • Bloom, B. S. (1981). All our children learning: A primer for parents, teachers, and other educators. New York, NY: McGraw-Hill.
  • Boud, D., Cohen, R., & Walker, D. (Eds.). (1993). Using experience for learning. Buckingham, UK: Open University.
  • Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage Publications.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
  • Bushe, G. R. (2007). Appreciative inquiry is not (just) about the positive. Organization Development Practitioner, 39(4), 30–35.
  • Carroll, J. J. (2005). The power of problem-based learning. Academy of Management Learning & Education, 4(2), 252–253. doi:10.5465/amle.2005.17268579
  • Cayne, B. S. (1988). The new lexicon Webster’s dictionary of the english language. New York, NY: Lexicon Publications.
  • Champoux, J. E. (1999). Film as a teaching resource. Journal of Management Inquiry, 8(2), 201–217. doi:10.1177/105649269982016
  • Charlebois, S., & Giberson, R. (2010). From classroom to boardroom: How international marketing students earn their way to experiential learning opportunities, and the case of the “beyond borders of a classroom” program. Marketing Education Review, 20(2), 163–172. doi:10.2753/MER1052-8008200207
  • Coombs, G., & Elden, M. (2004). Introduction to the special issue: Problem-based learning as social inquiry – PBL and management education. Journal of Management Education, 28, 523–535. doi:10.1177/1052562904267540
  • Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In R. Woodman & W. Pasmore (Eds.), Research in organization change and development (Vol. 1, pp. 129–169). Greenwich, CT: JAI Press.
  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. London, UK: Jossey Bass.
  • Dewey, J. (1938). Experience and education. New York, NY: Simon and Schuster.
  • Dewey, J. (1966). Democracy and education ( original work published 1916). MacMillan,New York, NY.
  • Dickson, T. J., Chapman, J., & Murrell, M. (2000). Risk in the outdoors: The perception, the appeal, the reality. Australian Journal of Outdoor Education, 4(2), 10–17. doi:10.1007/BF03400717
  • Doolittle, N. D. (1994). A clinical ethnography of stroke recovery. In P. Benner (Ed.), Interpretive phenomenology: Embodiment, caring, and ethics in health and illness (pp. 211-224). Thousand Oaks, CA: Sage Publications.
  • Estes, C. A. (2004). Promoting student-centered learning in experiential education. Journal of Experiential Education, 27(2), 141–160. doi:10.1177/105382590402700203
  • Ewert, A. (1989a). Outdoor adventure pursuits: Foundations, models and theories. Ohio, USA: Publishing Horizons.
  • Ewert, A. (1989b). Managing fear in the outdoor experiential education setting. The Journal of Experiential Education, 12(1), 19–25. doi:10.1177/105382598901200104
  • Fink, E. (1995). Sixth Cartesian meditation: The idea of a transcendental theory of method. Translated by Ronald Bruzina. Bloomington: Indiana University Press.
  • Flor, R. (1991). Building bridges between organization development and experiential/adventure education. The Journal of Experiential Education, 14(3), 27–34. doi:10.1177/105382599101400307
  • Frankl, V. (1988). The will to meaning: Foundations and applications of Logotherapy. New York, NY: Penguin Books.
  • Freire, P. (1970). Pedagogy of the oppressed (M. Bergman, Trans.). New York, NY: Continuum Publishing Co.
  • Frost, P. J. (1999). Why compassion counts! Journal of Management Inquiry, 8(2), 127–133. doi:10.1177/105649269982004
  • Gilsdorf, R. (1995). A workshop sequence in adventure education for German educators. The Journal of Experiential Education, 18(3), 145–149. doi:10.1177/105382599501800306
  • Godfrey, P. C. (1999). Service-learning and management education. Journal of Management Inquiry, 8(4), 363–378. doi:10.1177/105649269984004
  • Greenaway, R. (2007). Experiential learning articles and critiques of David Kolb’s theory, Retrieved January 26, 2015, from http://reviewing.co.uk/research/experiential.learning.htm.
  • Hardy, C., & Clegg, S. (1997, June). Relativity without relativism: Reflexivity in post-paradigm organization studies. British Journal of Management, 8(Special Issue), S5- S17. doi:10.1111/1467-8551.8.s1.2
  • Hardy, C., Phillips, N., & Clegg, S. (2001, May). Reflexivity in organization and management theory: A study of the production of the research ‘subject‘. Human Relations, 54(5), 531–561. doi:10.1177/0018726701545001.
  • Harley, M., Hardy, C., & Alvesson, M. (2004). Reflecting on reflexivity. In Academy of Management Proceedings (Vol. 2004, No. 1, pp. B1-B6_. Briarcliff Manor, NY 10510. CMS. doi:10.5465/ambpp.2004.13862798
  • Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43–87. doi:10.3102/00346543067001043
  • Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: SAGE Publications.
  • Husserl, E. (1962). Ideas: General introduction to pure phenomenology. New York, NY: Collier.
  • Joplin, L. (1981). On defining experiential education. The Journal of Experiential Education, 4(1), 17–20. doi:10.1177/105382598100400104
  • Junco, R., & Mastrodicasa, J. (2007). Connecting to the net generation: What higher education professionals need to know about today’s college students. Washington D.C.: National Association of Student Personnel Administrators, Inc., 6.
  • Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
  • Knowles, M. (1984). Andragogy in action. San Francisco, CA: Jossey-Bass.
  • Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
  • Leberman, S. I., & Martin, A. J. (2004). Enhancing transfer of learning through post-course reflection. Australian Journal of Outdoor Education, 4(2), 173–184.
  • LeVasseur, J. J. (2003). The problem of bracketing in phenomenology. Qualitative Health Research, 13(3), 408–420. doi:10.1177/1049732302250337
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Lindeman, E. C. (1926). The meaning of adult education. New York, NY: New Republic.
  • Mann, A. J. (2001). Variations on a theme: The flexibility of the 4-D model. The Journal of the GEM Initiative, 1(3), 12-15.
  • Marshall, C. (1985). Appropriate criteria of trustworthiness and goodness for qualitative research on education organizations. Quality and Quantity, 19, 353–373. doi:10.1007/BF00146613
  • Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage.
  • Martin, A., & Leberman, S. (2004). Adventure the Czech way. New Zealand Journal of Outdoor Education: Ko Tane Mahuta Pupuke, 1(3), 65–85.
  • Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper Row.
  • Maslow, A. H. (1959). Cognition of being in the peak experiences. Journal of Genetic Psychology, 4, 43–66. doi:10.1080/00221325.1959.10532434
  • Maslow, A. H. (1962). Toward a psychology of being. Princeton, NJ: Van Nostrand.
  • Matsumoto, H. (2007). Peak learning experiences and language learning: A study of American learners of Japanese. Language, Culture and Curriculum, 20(3), 195–208. doi:10.2167/lcc335.0
  • Maurer, T. J., Leheta, D. M., & Conklin, T. A. (2017). An exploration of differences in content and processes underlying reflection on challenging experiences at work. Human Resource Development Quarterly, 28(3), 337–368. doi:10.1002/hrdq.2017.28.issue-3
  • Merleau-Ponty. (1962). Phenomenology of perception. Trans. C. Smith ( Original work published 1945). Routledge & Kegan Paul, London, UK.
  • Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. London, UK: Routledge/Falmer.
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.
  • Nadkarni, S. (2003). Instructional methods and mental models of students: An empirical investigation. Academy of Management Learning & Education, 2(4), 335–351. doi:10.5465/amle.2003.11901953
  • Nadler, R. S. (1995). Edgework: Stretching boundaries and generalizing experiences. The Journal of Experiential Education, 18(1), 52–55. doi:10.1177/105382599501800110
  • Osborne, J. W. (1990). Some basic existential-phenomenological research methodology for counsellors. Canadian Journal of Counselling, 24, 79–91.
  • Rice, P., & Ezzy, D. (1999). Qualitative research methods: A health focus. Melbourne: Oxford University Press.
  • Ricketts, M., & Willis, J. (2001). Experience AI: A practitioner‘s guide to integrating appreciative inquiry and experiential learning. Taos, NM: Executive Edge, Inc. Taos Institute Publications.
  • Robinson, D. W. (1992). A descriptive model of enduring risk recreation involvement. Journal of Leisure Research, 24, 52–63. doi:10.1080/00222216.1992.11969871
  • Roglio, K. D. D., & Light, G. (2009). Executive MBA programs: The development of the reflective executive. Academy of Management Learning & Education, 8(2), 156–173. doi:10.5465/amle.2009.41788840
  • Romme, A., Georges, L., & Putzel, R. (2003). Designing management education: Practice what you teach. Simulation & Gaming, 34(4), 512–530. doi:10.1177/1046878103258202
  • Schein, E. H. (1985). Organizational culture and leadership. San Francisco, CA: Jossey-Bass.
  • Schipper, F. (1999). Phenomenology and the reflective practitioner. Management Learning, 30(4), 473–485. doi:10.1177/1350507699304005
  • Schoel, J., Prouty, D., & Radcliffe, P. (1988). Islands of healing: A guide to adventure based counseling. Hamilton, Massachusetts: Project Adventure.
  • Schon, D. (1983). The reflective practitioner. New York, NY: Basic Books.
  • Seligman, M. E. P., Steen, T., Park, N., & Peterson, C. (2005, July). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410–421. doi:10.1037/0003-066X.60.5.410
  • Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411–436. doi:10.3102/00346543056004411
  • Sobczak, A., & Mukhi, U. (2016). The role of UN principles for responsible management education in stimulating organizational learning for global responsibility within business schools. Journal of Management Inquiry, 25(4), 431–437. doi:10.1177/1056492615618027
  • Spiegelberg, H. (1975). Doing phenomenology. The Hague, Netherlands: Martinus Nijhoff.
  • Wertz, F. J. (2005). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology, 52(2), 167–177. doi:10.1037/0022-0167.52.2.167
  • Whitehead, A. (1929/1979). Process and reality: An essay in cosmology. (D. Griffin & D. Sherburne, ed.). New York, NY: Free Press.
  • Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd edition). Alexandria, VA: ASCD.
  • Winnicott, D. W. (1971). Playing and reality. London, UK: Tavistock.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.