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The role that courage plays in an experiential learning process
Includes bibliographical references.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
Graduate School of Business
2015
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| _version_ | 1867613247950028800 |
|---|---|
| access_status_str | Open Access |
| author | Shelley, Elanca |
| author2 | Ryan, Tom |
| author_browse | Ryan, Tom Shelley, Elanca |
| author_facet | Ryan, Tom Shelley, Elanca |
| author_sort | Shelley, Elanca |
| collection | Thesis |
| description | Includes bibliographical references. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/12995 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:07.122Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | Graduate School of Business |
| publisherStr | Graduate School of Business |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/12995 The role that courage plays in an experiential learning process Shelley, Elanca Ryan, Tom Business Administration Includes bibliographical references. Experiential learning is a well-known learning theory that underpins management development. This study presents a causal theory that is based on experiential learning and explains why some students experience a transformational learning experience that increases their management effectiveness and others do not. This theory was developed within a critical realist ontology and it used a constructivist grounded theory methodology to emerge the key variables that formed the theory. Prior to the grounded theory study, a pilot study was conducted to develop the conceptual framework for the research. This pilot study included approximately 240 research participants from within the classrooms in my work context. The conceptual framework facilitated the development of the key research question: How do engaged, learning ready students, who can manage their own learning process, undergo transformational learning experiences that increase management effectiveness? 2015-05-28T12:18:42Z 2015-05-28T12:18:42Z 2014 Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/12995 eng application/pdf Graduate School of Business Faculty of Commerce University of Cape Town |
| spellingShingle | Business Administration Shelley, Elanca The role that courage plays in an experiential learning process |
| thesis_degree_str | Doctoral |
| title | The role that courage plays in an experiential learning process |
| title_full | The role that courage plays in an experiential learning process |
| title_fullStr | The role that courage plays in an experiential learning process |
| title_full_unstemmed | The role that courage plays in an experiential learning process |
| title_short | The role that courage plays in an experiential learning process |
| title_sort | role that courage plays in an experiential learning process |
| topic | Business Administration |
| url | http://hdl.handle.net/11427/12995 |
| work_keys_str_mv | AT shelleyelanca therolethatcourageplaysinanexperientiallearningprocess AT shelleyelanca rolethatcourageplaysinanexperientiallearningprocess |