Table of Contents

Russ Vince and Michael Reynolds: Introduction: Experiential Learning and Management Education: Key Themes and Future Directions Part I: Fundamental Ideas and Theoretical Developments in Experiential Learning 1: Chris Argyris: Double-Loop Learning in a Classroom Setting 2: Jeff Gold, Robin Holt, and Richard Thorpe: A Good Place for a CHAT: Activity Theory and MBA Education 3: M. AnnWelsh, Gordon E. Dehler, & Dale L. Murray: Learning About and Through Experience: Understanding the Power of Experience-Based Education 4: Antonio Strati: Aesthetics in Teaching Organization Studies Part II: The Diversity of Classroom Experience 5: Keijo Räsänen & Kirsi Korpiaho: Experiential Learning withoutWork Experience: Reflecting on Studying as 'Practical Activity' 6: Ruth Colquhoun, Nelarine Cornelius, Meretta Elliott, Amar Mistry, & Stephen Smith: Making a Drama out of a Crisis? 'Performative Learning' in the Police Service 7: Joseph E. Champoux: Experiential Learning in the On-Line Environment: Enhancing On-Line Teaching and Learning 8: Martin J. Hornyak, Steve G. Green, & Kurt A. Heppard: Implementing Experiential Learning: It's not Rocket Science Part III: Politically Grounded Experiential Learning 9: Silvia Gherardi & Barbara Poggio: Tales of Ordinary Leadership: A Feminist Approach to Experiential Learning 10: John Coopey: Theatre in Management and Organization Development: A Critique of Current Trends 11: Peter Reason: Wilderness Experience in Education for Ecology 12: Elaine Swan: Blue-Eyed Girl? Jane Elliott> 's Experiential Learning and Anti-racism 13: Anne Herbert & Sari Stenfors: Choosing Experiential Methods for Management Education: The Fit of Action Learning and Problem-Based Learning Part IV: Experiential Learning and Systems Psychodynamics 14: Burkard Sievers: Pictures from below the Surface of the University: The Social Photo-Matrix as a Method for Understanding Organizations in Depth 15: Jean E. Neumann: Becoming Better Consultants through Varieties of Experiential Learning 16: Elizabeth Creese: Balancing the On-Line Teaching of Critical Experiential Design: A Cautionary Tale of Parallel Process 17: Paula Hyde: Integrating Experiential Learning through 'Live' Projects: A Psychodynamic Account Part V: Doctoral Students' Experience of Learning 18: Andrea D. Ellinger with Raynika Trent, Yu-Lin Wang, Grant Wofford, Yvonne Howard, Insik Cho, Mara Freeman, Eunjee Kim, Sooyoung Kim, Pat Mcglaughlin, Seok Young Oh, Wayne Sutton, and Brad Wooten: Experiencing Scholarly Writing through a Collaborative Course Project: Reviewing Some of the Literature on the Learning Organization 19: Sandra Jones (& Doctoral Students): Experiencing a Collective Model of Doctoral Research Supervision 20: Tusse Sidenius Jensen, Jane Rohde Voigt, Enrico Maria Piras, & Bente Rugaard Thorsen: Drawings as a Link to Emotional Data: A Slippery Territory Part VI: Criticall Focused Experiential Learning 21: Anna B. Kayes: Power and Experience: Emancipation through Guided Leadership Narratives 22: TonyWatson: Work Orientations and Managerial Practices: An Experiential and Theoretical Learning Event 23: Jane Thompson & Tracy Lamping: Maximum Disorder:Working Experientially with HRM and Business Studies Undergraduates 24: Kiran Trehan & Clare Rigg: Working with Experiential Learning: A Critical Perspective in Practice D. Christopher Kayes: Conclusion: Institutional Barriers to Experiential Learning Revisited

About the Author

Michael Reynolds and Russ Vince are both management teachers and researchers who have taken a particular interest in researching and writing on the theory and practice of management education. As this volume illustrates, their concern has been management education's methodologies and how these relate to the organizational contexts in which managers work. Michael Reynolds is Emeritus Professor of Management Learning at Lancaster University Management School. Russ
Vince is Professor of Leadership and Change at the School of Management, the University of Bath. Their previous collaboration includes Organizing Reflection, a collection of papers in which contributors
developed the concept and practice of reflection from an individual to a collective process.