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dc.contributor.advisorElkin, Graham
dc.contributor.authorCaskey, Mearlen_NZ
dc.date.available2011-04-07T03:13:05Z
dc.date.copyright2000-11-17en_NZ
dc.identifier.citationCaskey, 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/10523/1329en
dc.identifier.urihttp://hdl.handle.net/10523/1329
dc.description.abstractA 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.subjectConstructivist Educational Environmenten_NZ
dc.subjectPersonal Construct Psychologyen_NZ
dc.subjectConstructivist Educationen_NZ
dc.subjectExperiential Delivery Processesen_NZ
dc.subjectEmotional Intelligenceen_NZ
dc.subjectManagement Skills and Competenciesen_NZ
dc.subjectHolistic Approach to the Individualen_NZ
dc.subjectPersonal Construct Psychologyen_NZ
dc.subjectManagement educationen_NZ
dc.subject.lcshHF Commerceen_NZ
dc.subject.lcshHF5601 Accountingen_NZ
dc.subject.lcshHD28 Management. Industrial Managementen_NZ
dc.subject.lcshH Social Sciences (General)en_NZ
dc.subject.lcshHD Industries. Land use. Laboren_NZ
dc.subject.lcshHD28 Management. Industrial Managementen_NZ
dc.subject.lcshHD61 Risk Managementen_NZ
dc.subject.lcshL Education (General)en_NZ
dc.titleA constructivist model for management education: An integrated experiential and holistic frameworken_NZ
dc.typeThesisen_NZ
dc.description.versionUnpublisheden_NZ
otago.date.accession2007-01-15en_NZ
otago.schoolManagementen_NZ
thesis.degree.disciplineManagementen_NZ
thesis.degree.nameMaster of Commerce
thesis.degree.grantorUniversity of Otagoen_NZ
thesis.degree.levelMasters Thesesen_NZ
otago.interloanyesen_NZ
otago.openaccessAbstract Only
dc.identifier.eprints531en_NZ
otago.school.eprintsManagementen_NZ
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