Abstract
This chapter is about how individual students and groups of students make sense of the experiential exercise they engage in during a classroom training session. It takes as its starting point the wealth of literature on experiential learning, where learning is viewed as a process of experience, reflection, abstraction, and action. Using two cases, it draws on sensemaking theory to place the experiential learning process in a wider context in which individuals and groups author stories which help them to connect themselves to what they consider to be desirable ends, think well of themselves in moral terms, and succeed in their society.
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Rezania, D., Blyth, L. (2009). Making Sense of Experiential Learning in Management Education. In: Daly, P., Gijbels, D. (eds) Real Learning Opportunities at Business School and Beyond. Advances in Business Education and Training, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2973-7_10
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DOI: https://doi.org/10.1007/978-90-481-2973-7_10
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