Literaturnachweis - Detailanzeige
| Autor/inn/en | Bata, Michelle; Cox-Lanyon, Vickie; Davis, Micki; Whitney, Amy |
|---|---|
| Titel | When a Student's "Right to Fail" Harms the University Brand: How a Lack of Guidance in Experiential Learning Affects University-Organization Relationships |
| Quelle | In: Journal of Management Education, 43 (2019) 1, S.108-120 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-5629 |
| DOI | 10.1177/1052562918811873 |
| Schlagwörter | Experiential Learning; School Business Relationship; Universities; Partnerships in Education; Student Rights; Academic Failure; Career Readiness; Student Development; College Students; Student Behavior |
| Abstract | Extant research on experiential learning primarily conceptualizes it as an opportunity for student learning. In this article, we broaden the scope to consider the impact of the student experience on two often-overlooked actors: the university and the host organization. We review three vignettes that illustrate core themes that can affect university-organization partnerships: developmental readiness and professional preparation. Through these vignettes, we demonstrate that, by offering minimal guidance to students during experiential learning, the risks surpass those related to student learning by generating very real risks to the institutional brand and its organizational partnerships. After discussing the considerations, risks, and recommendations for each theme, a generalized framework for implementing preparation, guidance, and support during experiential learning opportunities is presented as a way of mitigating key risk factors. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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