The inquiry-based approach in museum education often takes the form of an educator asking open-ended questions to facilitate discussions around artworks, while encouraging students in careful observation and interpretive processes. However, although art museums are emphasizing learners' experiences and their interpretative processes, adult…

This article provides a review of relevant literature and theoretical frameworks that support the inclusion of experiential learning in higher education programs. A brief discussion of experiential learning types is included. Experiential learning or experiential education refers to learning through experience, whether integrated in curricula or…

Background: Leadership growth during short-term study abroad programs remain of critical interest to educators. No research exists on how a strengths-based study abroad curriculum influences resilience growth for working adult graduate students. Purpose: This exploratory study sought to examine how utilizing a strengths-based curriculum…

The purpose of this exploratory qualitative research study was to identify the elements of adventure travel experiences that contribute to the process of transformational learning in adults. A qualitative research design was employed for this study. The sources of data were twelve pre-existing and de-identified interview transcriptions. A textual…

This article gives an account of their work with psychodynamic principles within an action learning framework. Linklater and Kellner are primarily Organisation Development consultants with a rich heritage in psychodynamic theory and methods. Having worked with action learning for decades (and seen hugely positive results using traditional models)…

A survey of 405 adults and interviews with 19 showed the majority of learning experiences were informal. For learning to be significant, it must personally affect the learner by expanding skills or causing a transformation, and it must be subjectively valued by the learner. (SK)