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Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education
Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood a...
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| Format: | Thesis |
| Language: | English |
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Department of Mechanical Engineering
2014
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| _version_ | 1867613275844247552 |
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| access_status_str | Open Access |
| author | Marks, Jonathan Tresman |
| author2 | Hall, Martin |
| author_browse | Hall, Martin Marks, Jonathan Tresman |
| author_facet | Hall, Martin Marks, Jonathan Tresman |
| author_sort | Marks, Jonathan Tresman |
| collection | Thesis |
| description | Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic framework to identify the qualitatively different ways in which students experience this experiential learning approach to entrepreneurship education. This research shows that students' ways of experiencing learning can be characterised in one of two ways; a superficial way of experiencing learning in which students takes on a less sophisticated and surface view of learning, and an immersed way of experiencing learning in which students' engage in a deep and sophisticated manner. These ways of experiencing learning suggest two ways in which Kolb's Experiential Learning Cycle is interrupted; firstly, at the point of concrete experience, and secondly, at the point of reflective observation. This study makes a contribution to knowledge by examining experiential learning from the perspective of the student, and shows how programmes of entrepreneurship education can be better designed, in order to have an impact on entrepreneurial activity and socio-economic development. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/6884 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:33.643Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | Department of Mechanical Engineering |
| publisherStr | Department of Mechanical Engineering |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/6884 Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education Marks, Jonathan Tresman Hall, Martin Collier-Reed, Brandon I Case, Jenni Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic framework to identify the qualitatively different ways in which students experience this experiential learning approach to entrepreneurship education. This research shows that students' ways of experiencing learning can be characterised in one of two ways; a superficial way of experiencing learning in which students takes on a less sophisticated and surface view of learning, and an immersed way of experiencing learning in which students' engage in a deep and sophisticated manner. These ways of experiencing learning suggest two ways in which Kolb's Experiential Learning Cycle is interrupted; firstly, at the point of concrete experience, and secondly, at the point of reflective observation. This study makes a contribution to knowledge by examining experiential learning from the perspective of the student, and shows how programmes of entrepreneurship education can be better designed, in order to have an impact on entrepreneurial activity and socio-economic development. 2014-09-02T17:11:24Z 2014-09-02T17:11:24Z 2012 Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/6884 eng application/pdf Department of Mechanical Engineering Faculty of Engineering and the Built Environment University of Cape Town |
| spellingShingle | Marks, Jonathan Tresman Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education |
| thesis_degree_str | Doctoral |
| title | Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education |
| title_full | Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education |
| title_fullStr | Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education |
| title_full_unstemmed | Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education |
| title_short | Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education |
| title_sort | kolb interrupted an investigation into students experience of an experiential learning approach to entrepreneurship education |
| url | http://hdl.handle.net/11427/6884 |
| work_keys_str_mv | AT marksjonathantresman kolbinterruptedaninvestigationintostudentsexperienceofanexperientiallearningapproachtoentrepreneurshipeducation |