The essence of the experience of learning, development and the learning organisation

Patrick Bradbery

    Research output: ThesisDoctoral Thesis

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    Abstract

    The variety of meanings that proliferate for each of the phenomena is illustrated in the learning, development and the learning organisation. The intention of the research is to provide contributions to professional practice in three arenas: management practice; educational practice; and research practice. It does so by adopting the transcendental phenomenological methodology articulated by Moustakas(1994) in his book Phenomenologicnl Research Methods. Interviews of eight participants are reported and explicated using the Moustakas framework. The essenceof the experience of each of the phenomena is then reviewed and integrated with factual knowledge obtained from more conventional approaches to knowledge to confirm its contribution to professional practice.The essence of the experience of learning for the participants in this study is that it is valuable, holistic and endemic. It engages the whole of the being of the learner,including their social and structural environment. It is driven by the needs and the will of the learner and each learner brings to the experience their own unique make-up. The outcome of the learning process is experienced as the pleasure that is derived from enhanced knowledge and skills and their practical application. The essence of the experience of development for the participants in the research is thatit is iterative and multi-faceted and of indeterminate duration.
    Original languageEnglish
    QualificationDoctor of Business Administration
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Noble, Charles, Co-Supervisor, External person
    • Macklin, Robert, Co-Supervisor
    Award date20 Dec 2007
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2007

    Fingerprint

    learning organization
    learning
    experience
    research practice
    educational practice
    research method
    learning process
    methodology
    interview
    management

    Cite this

    Bradbery, P. (2007). The essence of the experience of learning, development and the learning organisation. Australia: Charles Sturt University.
    Bradbery, Patrick. / The essence of the experience of learning, development and the learning organisation. Australia : Charles Sturt University, 2007. 282 p.
    @phdthesis{39fd6a2fd97e4051acc7411e8e39be88,
    title = "The essence of the experience of learning, development and the learning organisation",
    abstract = "The variety of meanings that proliferate for each of the phenomena is illustrated in the learning, development and the learning organisation. The intention of the research is to provide contributions to professional practice in three arenas: management practice; educational practice; and research practice. It does so by adopting the transcendental phenomenological methodology articulated by Moustakas(1994) in his book Phenomenologicnl Research Methods. Interviews of eight participants are reported and explicated using the Moustakas framework. The essenceof the experience of each of the phenomena is then reviewed and integrated with factual knowledge obtained from more conventional approaches to knowledge to confirm its contribution to professional practice.The essence of the experience of learning for the participants in this study is that it is valuable, holistic and endemic. It engages the whole of the being of the learner,including their social and structural environment. It is driven by the needs and the will of the learner and each learner brings to the experience their own unique make-up. The outcome of the learning process is experienced as the pleasure that is derived from enhanced knowledge and skills and their practical application. The essence of the experience of development for the participants in the research is thatit is iterative and multi-faceted and of indeterminate duration.",
    author = "Patrick Bradbery",
    year = "2007",
    language = "English",
    publisher = "Charles Sturt University",
    address = "Australia",
    school = "Charles Sturt University",

    }

    Bradbery, P 2007, 'The essence of the experience of learning, development and the learning organisation', Doctor of Business Administration, Charles Sturt University, Australia.

    The essence of the experience of learning, development and the learning organisation. / Bradbery, Patrick.

    Australia : Charles Sturt University, 2007. 282 p.

    Research output: ThesisDoctoral Thesis

    TY - THES

    T1 - The essence of the experience of learning, development and the learning organisation

    AU - Bradbery, Patrick

    PY - 2007

    Y1 - 2007

    N2 - The variety of meanings that proliferate for each of the phenomena is illustrated in the learning, development and the learning organisation. The intention of the research is to provide contributions to professional practice in three arenas: management practice; educational practice; and research practice. It does so by adopting the transcendental phenomenological methodology articulated by Moustakas(1994) in his book Phenomenologicnl Research Methods. Interviews of eight participants are reported and explicated using the Moustakas framework. The essenceof the experience of each of the phenomena is then reviewed and integrated with factual knowledge obtained from more conventional approaches to knowledge to confirm its contribution to professional practice.The essence of the experience of learning for the participants in this study is that it is valuable, holistic and endemic. It engages the whole of the being of the learner,including their social and structural environment. It is driven by the needs and the will of the learner and each learner brings to the experience their own unique make-up. The outcome of the learning process is experienced as the pleasure that is derived from enhanced knowledge and skills and their practical application. The essence of the experience of development for the participants in the research is thatit is iterative and multi-faceted and of indeterminate duration.

    AB - The variety of meanings that proliferate for each of the phenomena is illustrated in the learning, development and the learning organisation. The intention of the research is to provide contributions to professional practice in three arenas: management practice; educational practice; and research practice. It does so by adopting the transcendental phenomenological methodology articulated by Moustakas(1994) in his book Phenomenologicnl Research Methods. Interviews of eight participants are reported and explicated using the Moustakas framework. The essenceof the experience of each of the phenomena is then reviewed and integrated with factual knowledge obtained from more conventional approaches to knowledge to confirm its contribution to professional practice.The essence of the experience of learning for the participants in this study is that it is valuable, holistic and endemic. It engages the whole of the being of the learner,including their social and structural environment. It is driven by the needs and the will of the learner and each learner brings to the experience their own unique make-up. The outcome of the learning process is experienced as the pleasure that is derived from enhanced knowledge and skills and their practical application. The essence of the experience of development for the participants in the research is thatit is iterative and multi-faceted and of indeterminate duration.

    M3 - Doctoral Thesis

    PB - Charles Sturt University

    CY - Australia

    ER -

    Bradbery P. The essence of the experience of learning, development and the learning organisation. Australia: Charles Sturt University, 2007. 282 p.