Show simple item record

dc.contributor.authorLaCroix, Emerson
dc.date.accessioned2019-07-24 19:45:41 (GMT)
dc.date.available2019-07-24 19:45:41 (GMT)
dc.date.issued2019-07-24
dc.date.submitted2019-07-01
dc.identifier.urihttp://hdl.handle.net/10012/14822
dc.description.abstractRecent events in the field of higher education have resulted in experiential learning becoming an institutional priority in many post-secondary institutions. In Ontario, the Premier’s Highly Skilled Workforce Expert Panel recommended expanding experiential learning opportunities for post-secondary students (2017). This is coupled with other sources, such as Canada’s Business Higher Education Roundtable, which suggested that all post-secondary students have at least one experiential learning opportunity by graduation (2018). Experiential learning builds on traditional instructional approaches and fosters engagement between students and course material in non-traditional settings. This thesis presents the findings of a case study, which investigated a particular institution’s response to pressures from the organizational field to expand experiential education. The Experiential Education Certificate allows students at the University of Waterloo to engage in a variety of course-based and extra-curricular experiential learning opportunities. This case study relied on qualitative interviews, and content analysis of both obtrusive and unobtrusive documents. Through the combination of semi-structured interviews with instructors, members from the Centre for Teaching Excellence, and members of the EDGE team, I found that this particular program represents a more ceremonial response to organizational pressures, and had not meaningfully penetrated the technical core of the institution. Moreover, faculty members discussed myriad challenges which impact their ability and willingness to implement experiential learning. This research is particularly timely, as institutions review their commitments to experiential learning in the context of a change in government, which may bring new institutional pressures.en
dc.language.isoenen
dc.publisherUniversity of Waterlooen
dc.subjectExperiential learningen
dc.subjectNew Institutionalismen
dc.subjectHigher Educationen
dc.titleExperiential Learning and New Institutionalism in Ontario Higher Education: A Qualitative Analysis of the Experiential Learning Certificate at the University of Waterlooen
dc.typeMaster Thesisen
dc.pendingfalse
uws-etd.degree.departmentSociology and Legal Studiesen
uws-etd.degree.disciplineSociologyen
uws-etd.degree.grantorUniversity of Waterlooen
uws-etd.degreeMaster of Artsen
uws.contributor.advisorAurini, Janice
uws.contributor.affiliation1Faculty of Artsen
uws.published.cityWaterlooen
uws.published.countryCanadaen
uws.published.provinceOntarioen
uws.typeOfResourceTexten
uws.peerReviewStatusUnrevieweden
uws.scholarLevelGraduateen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record


UWSpace

University of Waterloo Library
200 University Avenue West
Waterloo, Ontario, Canada N2L 3G1
519 888 4883

All items in UWSpace are protected by copyright, with all rights reserved.

DSpace software

Service outages