Lifelong learning assists us in having a successful career, promotes mental health, and helps us to adapt to the constant changes we experience. Rapid changes in our technological and social environment mean that we must learn more and learn faster than ever before. Given the importance of learning, it is essential to understand what we learn and how we learn. These learning elements and the relationships among them can best be understood through a theory of adult learning. The goal of this book is to propose such a theory.In this book, we present what we consider to be a holistic, logical, integrated, and readable summary of what adults learn and how adult learning takes place. Throughout this exposition, we include the contributions of many of the most impactful learning theorists and the latest empirical research on individual learning. We also highlight some of the intellectual debates that are still in progress in this rapidly evolving field.In simple terms, according to the theory, learning begins with an experience. This experience is followed by reflection and dialogue with others. These activities cause individuals to modify or add to what they already know and are cognitively able to do (ie, learning is occurring). While this logic is employed by a number of scholars, the book has a number of features that should make it a widely referenced source on adult learning theory. The book introduces the entire learning framework at the beginning and expands upon it in subsequent chapters. This framework, combined with clear definitions of terms and the use of examples while avoiding obscure language, serves to make the book very readable.
A case is a description of an actual business situation. In the classroom students are expected to identify the problem, generate alternative solutions, evaluate the alternatives and make a decision that can be reasonably implemented. The case method which involves active participation by students in the classroom process is particularly valuable in providing students with the skills and knowledge needed to become a superior practicing manager. The case method of teaching has been in use in western business schools and management training programs for almost 100 years and has been widely adopted. But the case method has only been introduced in China relatively recently. In this ground breaking study Jim Hatch and Fengli Mu conducted over 100 interviews with administrators, professors and students at Chinas top business schools focusing on the opportunities and challenges that this method presents. This book will be valuable to a wide variety of audiences including instructors who employ the case method in university and executive development programs, managers of human resource development departments, and multinational companies seeking insights into working with Chinese managers.
A case is a description of an actual business situation. In the classroom students are expected to identify the problem, generate alternative solutions, evaluate the alternatives and make a decision that can be reasonably implemented. The case method which involves active participation by students in the classroom process is particularly valuable in providing students with the skills and knowledge needed to become a superior practicing manager. The case method of teaching has been in use in western business schools and management training programs for almost 100 years and has been widely adopted. But the case method has only been introduced in China relatively recently. In this ground breaking study Jim Hatch and Fengli Mu conducted over 100 interviews with administrators, professors and students at Chinas top business schools focusing on the opportunities and challenges that this method presents. This book will be valuable to a wide variety of audiences including instructors who employ the case method in university and executive development programs, managers of human resource development departments, and multinational companies seeking insights into working with Chinese managers.
Lifelong learning assists us in having a successful career, promotes mental health, and helps us to adapt to the constant changes we experience. Rapid changes in our technological and social environment mean that we must learn more and learn faster than ever before. Given the importance of learning, it is essential to understand what we learn and how we learn. These learning elements and the relationships among them can best be understood through a theory of adult learning. The goal of this book is to propose such a theory.In this book, we present what we consider to be a holistic, logical, integrated, and readable summary of what adults learn and how adult learning takes place. Throughout this exposition, we include the contributions of many of the most impactful learning theorists and the latest empirical research on individual learning. We also highlight some of the intellectual debates that are still in progress in this rapidly evolving field.In simple terms, according to the theory, learning begins with an experience. This experience is followed by reflection and dialogue with others. These activities cause individuals to modify or add to what they already know and are cognitively able to do (ie, learning is occurring). While this logic is employed by a number of scholars, the book has a number of features that should make it a widely referenced source on adult learning theory. The book introduces the entire learning framework at the beginning and expands upon it in subsequent chapters. This framework, combined with clear definitions of terms and the use of examples while avoiding obscure language, serves to make the book very readable.
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