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  • 1.
    Rodgers, Waymond
    et al.
    University of Texas, El Paso USA & University of Hull, Hull, United Kingdom.
    Simon, Jon
    University of Hull, Hull, United Kingdom.
    Gabrielsson, Jonas
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Combining experiential and conceptual learning in accounting education: A review with implications2017In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 48, no 2, p. 187-205Article in journal (Refereed)
    Abstract [en]

    Within accounting education, both conceptual and experiential learning have been important learning approaches. However, while experiential learning has been extensively studied in accounting education, the critical role of conceptual learning has received considerably less attention. In this article, we review theory and research to develop a framework involving the Throughput Model that relates to both conceptual and experiential learning. Based on our review and combination, we suggest implications for the design and implementation of accounting education. © The Author(s) 2016.

  • 2.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    A typology of the idea of learning organization2002In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 33, no 2, p. 213-230Article in journal (Refereed)
    Abstract [en]

    A typology of the idea of 'learning organization' is developed and presented. The typology is inductively created and based on how the term 'learning organization' is used in the literature and by practitioners. Four distinct hypes of understanding were found: 'organizational learning, 'learning at work, 'learning climate' and 'learning structure'. The same types of understanding seem to appear both in the literature and in accounts made by practitioners. Thus the term 'learning organization' is probably not unduly confusing to the practitioners. Instead, the different versions of the idea in the literature seem to give companies the opportunity to choose a version suitable for their specific situation.

  • 3.
    Örtenblad, Anders
    Halmstad University, School of Business and Engineering (SET), Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Educating everyone in humanities for both post-bureaucracy and bureaucracy: a response to John Hendry2006In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 37, no 3, p. 291-294Article in journal (Refereed)
    Abstract [en]

    Comments on an article by John Hendry. In the main, the commentator agree with Hendry in his description of the 'intellectual tyranny of the economic mindset' and in his concern for other values and goals in business society. Management education definitely needs other than economic goals, as Hendry argues. The commentators arguments for the humanities are slightly different, though, from Hendry's, and he do not think that managers are the only group that needs education in the humanities. Finally, the commentator would like to add a few subjects and methods to those that Hendry suggests should be involved in humanities education for business students. In addition to history and literature, which Hendry suggests, the commentator also recommend education in ethics.

1 - 3 of 3
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