Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Ryder, Sandy; Greenwood, Anthony; Carter, Helen
Languages: English
Types: Unknown
Subjects: Z231, Z486, Z489
The Aspiring Leaders Programme involves a partnership between University of Cumbria and Brathay Trust. Students study for a BA in Social Enterprise Leadership, and they receive residential leadership training and diverse work experience in social enterprises. The degree is taught through blended learning, including intensive “University Days” and Action Learning Sets. Course team meetings are attended by staff from the University and the Brathay Trust. At one such meeting, it was observed that students participating in an experiential learning exercise during a Brathay residential had measured their own success in terms of teamwork goals achieved and not in terms of task goals achieved. They felt they had done well through working together well even though they had not achieved the intended outcome. This led to a discussion amongst the course team about how to extend students' perceptions of success as the course progresses through levels 4, 5 and 6, and how this can be transferred between the experiential and academic aspects of the course.\ud \ud This presentation explores the links between experiential and traditional academic learning that emerge from this closely integrated blended learning programme. It draws on literature concerning perceptions of success in social enterprise (Parkinson and Howorth, 2008) and in the authors' home disciplines of Accounting (Green, 2012) and Information Systems (Cheng and Chen, 2015). It builds on work recently done by the authors (Ryder and Greenwood, 2015) by investigating the success of blended learning development projects.\ud \ud We conclude that experiential learning provides multiple dimensions of success and learning opportunities and that this is reminiscent of previous work done on stakeholders' perceptions of success (Greenwood, 2007), It also relates to discussions surrounding differences between intended and emergent learning outcomes. Through this work we see that academics need to articulate what they mean by success while recognising the value of multiple success dimensions to the various participants.

Share - Bookmark

Cite this article