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Erschienen in:
Cultural Differences in Learning Dispositions Kapitel lesen Erstes Kapitel lesen

2013 | OriginalPaper | Buchkapitel

6. MBA Applied Research Projects: Authentic Learning for the Hospitality Industry

verfasst von : Peter Juskiw, Lyn Glanz

Erschienen in: Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity

Verlag: Springer Netherlands

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Abstract

This chapter offers a conceptual model of the educational frameworks underlying commissioned capstone projects on an MBA course in International Hospitality Management. Three separate but related concepts underlie the projects discussed: (a) action research (Lewin, J Soc Issues 2(4):34–46, 1946; Revans, The origin and growth of action learning, Blond & Briggs, Ltd., Brickley, 1982; Dickens and Watkins, Manage Learn 30(2):127–140, 1999), (b) problem-based learning (Siok San Tan, Ng, Educ Train 48(6):416–428, 2006; Laughton and Ottewil, Educ Train 40(3):95–101, 1998), and (c) appreciative enquiry (Cooperrider et al, Appreciative inquiry handbook, Lakeshore Communications, Bedford Heights, 2003). These concepts are used to construct a model that looks at the relationship between the industry and academic partners in such ventures.

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Vorheriges Kapitel An Evaluation Model for Collaborative Online Courses: The Impact of Knowledge Sharing and Communication Climate
Nächstes Kapitel Student Experiences of Self-Reflection and Peer Assessment in Providing Authentic Project-Based Learning to Large Class Sizes
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Metadaten
Titel
MBA Applied Research Projects: Authentic Learning for the Hospitality Industry
verfasst von
Peter Juskiw
Lyn Glanz
Copyright-Jahr
2013
Verlag
Springer Netherlands
Buch
Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity

Print ISBN: 978-94-007-6136-0

Electronic ISBN: 978-94-007-6137-7

Copyright-Jahr: 2013

DOI
https://doi.org/10.1007/978-94-007-6137-7_6

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