Abstract
A fundamental concept underlying this collection of chapters is the notion of the ‘citizen scholar’: a person able to collate and critique evidence and, subsequently, take action. The aim is to facilitate the development of students who have ‘agency’: that is, both the desire and ability to act on their environment and, if appropriate, change it. However, this is not just any action. If, as is posited, universities in the process of producing graduates are fundamental to a nation’s economic and social development (Pillay, 2011), then the way university graduates operate in the world needs to reflect this.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Budlender, D. 1994. Health in our hands Proceedings and Policies of the 1994 Women’s Health Conference, Johannesburg South Africa, Women’s Health Project, Centre for Health Policy, University of the Witwatersrand.
Cottingham, J., Fonn, S., Garcia-Moreno, C., Gruskin, S., Klugman, B., Ndeto Mwau, A., Ravindran, S., Snow, R. & Xaba, M. 2001. Transforming Health Systems: Gender and Rights in Reproductive Health. Geneva, World Health Organisation.
Cronje, H. 1985. Cervical cancer – have we lost the battle? South African Medical Journal 76, 251–252.
Dekkers, J. & Donatti, S. 1981. The Integration of research studies on the use of simulation as an instructional strategy. The Journal of Educational Research, 74, 424–432.
Dorn, S. D. 1989. Simulation games: One more tool on the pedagogical shelf. Teaching Sociology, 17, 1–18.
Faria, A. J. & Wellington, W. J. 2004. A survey of simulation game users, former-users, and never-users. Simulation & Gaming, 35, 178–207.
Fonn, S. 2003. Not only what you do, but how you do it: working with health care practitioners on gender equality. Women & health, 37, 105–120.
Greenblat, C. S. 1973. Teaching with simulation games: A review of claims and evidence. Teaching Sociology, 1, 62–83.
Klugman, B. 2000. The role of NGOs as agents for change. Development Dialogue, 1–2, 88–113.
Lean, J., Moizer, J., Towler, M. & Abbey, C. 2006. Simulations and games: Use and barriers in higher education. Active Learning in Higher Education, 7, 227–242.
Miettinen, R. 2000. The concept of experiential learning and John Dewey’s theory of reflective thought and action. International Journal of Lifelong Education, 19, 54–72.
Pillay, P. 2011. Higher Education and Economic Development Literature Review. Wynberg, Cape Town.
Randel, J. M., Morris, B. A., Wetzel, C. D. & Whitehill, B. V. 1992. The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23, 261–276.
Walt, G. & Gilson, L. 1994. Reforming the health sector in developing countries: the central role of policy analysis. Health Policy and Planning, 9, 353–370.
WHO 2002. Cervical Cancer Screening in developing Countries. Report of a WHO Consultation. Geneva: World Health Organisation.
World Health Organization Department of Reproductive Health and Research 2010. Evaluation of the WHO training initiative on gender and rights in reproductive health 1997–2007. Geneva.
Editor information
Editors and Affiliations
Copyright information
© 2016 Sharon Fonn
About this chapter
Cite this chapter
Fonn, S. (2016). Experiential Learning: The Game as a Teaching Tool to Reach Multiple Audiences and Cross-Disciplinary Divides. In: Arvanitakis, J., Hornsby, D.J. (eds) Universities, the Citizen Scholar and the Future of Higher Education. Palgrave Critical University Studies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137538697_13
Download citation
DOI: https://doi.org/10.1057/9781137538697_13
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-71155-0
Online ISBN: 978-1-137-53869-7
eBook Packages: Political Science and International StudiesPolitical Science and International Studies (R0)