Abstract

This paper examines the relationships between four different educational strategies of doctoral programs, derived from Kolb’s 1984 experiential learning models, and doctoral students’ perceptions of their growth and development in three commonly assumed outcomes of graduate education. Students perceptions of their development in human relations, reflective thinking, and research competencies are related to the types of educational strategies they employ in their doctoral programs.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 241-257
Launched on MUSE
2017-02-01
Open Access
No
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