A constructivist model for management education: An integrated experiential and holistic framework
|dc.identifier.citation||Caskey, M. (2000, November 17). A constructivist model for management education: An integrated experiential and holistic framework (Thesis, Master of Commerce). Retrieved from http://hdl.handle.net/10523/1329||en|
|dc.description.abstract||A Constructivist model for management education has been developed to generate discussion and assist education professionals to deliver management subjects with a greater understanding of the processes they employ in the classroom. The model is called the Caskey Model of Management Education and it integrates the following concepts into one philosophical framework: • Personal Construct Psychology • Constructivist Education • Experiential Delivery Processes • Emotional Intelligence • Management Skills and Competencies • Holistic Approach to the Individual. At the heart of the model is a Constructivist Educational Environment with roots in Personal Construct Psychology. While there can be a variety of delivery processes employed when using the model, I consider the experiential delivery process to be the most dynamic and positive for the student. The model shows the experiential delivery process passing through the constructivist environment and reaching the student at the whole person (holistic) level. The whole person includes the mental, physical, emotional, and spiritual parts of a person's being. By contrast, alternative delivery processes, such as the Traditional Lecture/Textbook approach can also be incorporated into the model. However, the Lecture/Textbook method may not pass through so much of the constructivist environment and may land at only the mental (academic) quadrant of the student. The model suggests that the major link to the whole student is likely to be the development of Emotional Intelligence. Therefore, it probably makes little difference what we teach students of Management as long as the students think the content being taught has some relevance to the study of Management. Developing new personal constructs completes the learning process. When the reflection phase of the experiential process operates, the student should be better able to go onto another relevant learning situation. In summary, the Caskey Model of Management Education attempts to provide practising academics, instructors, and trainers with a framework for constructivist implementation when delivering Management education.||en_NZ|
|dc.subject||Constructivist Educational Environment||en_NZ|
|dc.subject||Personal Construct Psychology||en_NZ|
|dc.subject||Experiential Delivery Processes||en_NZ|
|dc.subject||Management Skills and Competencies||en_NZ|
|dc.subject||Holistic Approach to the Individual||en_NZ|
|dc.subject||Personal Construct Psychology||en_NZ|
|dc.subject.lcsh||HD28 Management. Industrial Management||en_NZ|
|dc.subject.lcsh||H Social Sciences (General)||en_NZ|
|dc.subject.lcsh||HD Industries. Land use. Labor||en_NZ|
|dc.subject.lcsh||HD28 Management. Industrial Management||en_NZ|
|dc.subject.lcsh||HD61 Risk Management||en_NZ|
|dc.subject.lcsh||L Education (General)||en_NZ|
|dc.title||A constructivist model for management education: An integrated experiential and holistic framework||en_NZ|
|thesis.degree.name||Master of Commerce|
|thesis.degree.grantor||University of Otago||en_NZ|
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