International Education:: the transformative potential of experiential learning

Mary Hayden; Shona McIntosh

doi:10.1080/03054985.2017.1402757

International Education: the transformative potential of experiential learning

Mary Hayden, Shona McIntosh

Research output: Contribution to journal › Article › peer-review

27 Citations (SciVal)

495 Downloads (Pure)

Abstract

Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.

Original language	English
Pages (from-to)	403-413
Number of pages	11
Journal	Oxford Review of Education
Volume	44
Issue number	4
Early online date	6 Feb 2018
DOIs	https://doi.org/10.1080/03054985.2017.1402757
Publication status	Published - 4 Jul 2018

Bibliographical note

Mary Hayden is Professor of International Education and Head of the Department of Education at the University of Bath. Her research interests relate to international schools and international education, an area in which she has supervised Masters and Doctoral work and published widely. She is Editor in Chief of the Journal of Research in International Education, and an advisory board member of a number of international education projects.
ORCID: 0000-0003-2812-987X

Shona McIntosh is Research Associate in the Department of Education at the University of Bath. Her interest in learning processes, sociocultural contexts and their relation to human development are fundamental to her work to date, and have been applied to early career professional development of trainee teachers as well as adolescents in international contexts.
ORCID: 0000-0002-9223-3949

Keywords

Creativity, Activity, Service (CAS)
International Baccalaureate
International education
experiential learning

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/03054985.2017.1402757

International Education Transformative potential of experiential learning.PDF
This is an Accepted Manuscript of an article published by Taylor & Francis in Oxford Review of Education on 6 Feb 2018, available online: http://www.tandfonline.com/10.1080/03054985.2017.1402757.
Accepted author manuscript, 496 KB

Cite this

@article{94141201d83249eb919b64946ed007d6,

title = "International Education:: the transformative potential of experiential learning",

abstract = "Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students{\textquoteright} experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.",

keywords = "Creativity, Activity, Service (CAS), International Baccalaureate, International education, experiential learning",

author = "Mary Hayden and Shona McIntosh",

note = "Mary Hayden is Professor of International Education and Head of the Department of Education at the University of Bath. Her research interests relate to international schools and international education, an area in which she has supervised Masters and Doctoral work and published widely. She is Editor in Chief of the Journal of Research in International Education, and an advisory board member of a number of international education projects. ORCID: 0000-0003-2812-987X Shona McIntosh is Research Associate in the Department of Education at the University of Bath. Her interest in learning processes, sociocultural contexts and their relation to human development are fundamental to her work to date, and have been applied to early career professional development of trainee teachers as well as adolescents in international contexts. ORCID: 0000-0002-9223-3949",

year = "2018",

month = jul,

day = "4",

doi = "10.1080/03054985.2017.1402757",

language = "English",

volume = "44",

pages = "403--413",

journal = "Oxford Review of Education",

issn = "0305-4985",

publisher = "Routledge",

number = "4",

}

TY - JOUR

T1 - International Education:

T2 - the transformative potential of experiential learning

AU - Hayden, Mary

AU - McIntosh, Shona

N1 - Mary Hayden is Professor of International Education and Head of the Department of Education at the University of Bath. Her research interests relate to international schools and international education, an area in which she has supervised Masters and Doctoral work and published widely. She is Editor in Chief of the Journal of Research in International Education, and an advisory board member of a number of international education projects. ORCID: 0000-0003-2812-987X Shona McIntosh is Research Associate in the Department of Education at the University of Bath. Her interest in learning processes, sociocultural contexts and their relation to human development are fundamental to her work to date, and have been applied to early career professional development of trainee teachers as well as adolescents in international contexts. ORCID: 0000-0002-9223-3949

PY - 2018/7/4

Y1 - 2018/7/4

N2 - Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.

AB - Academic outcomes of post-16 education can be understood in terms of their value for gaining access to university and, at a time when global educational mobility is growing, internationally recognised university entrance qualifications may be considered a form of personal capital. However, narrowly measured outcomes may not reflect the breadth of the school experience nor the extent to which this breadth contributes to the development of the young person. One curriculum which aims to prepare students in ways that extend beyond the academic is the International Baccalaureate Diploma Programme, which incorporates an experiential element at its core. Creativity, Activity, Service attaches a transformative purpose to education, where students’ experiences in each of the three strands can support personal learning that is not confined to subject areas of an academic curriculum. This paper describes the evolution of CAS in the academically rigorous Diploma Programme and presents the findings from a review of literature which contribute towards developing an understanding of the transformative potential of this component.

KW - Creativity, Activity, Service (CAS)

KW - International Baccalaureate

KW - International education

KW - experiential learning

UR - http://www.scopus.com/inward/record.url?scp=85041621283&partnerID=8YFLogxK

U2 - 10.1080/03054985.2017.1402757

DO - 10.1080/03054985.2017.1402757

M3 - Article

SN - 0305-4985

VL - 44

SP - 403

EP - 413

JO - Oxford Review of Education

JF - Oxford Review of Education

IS - 4

ER -

International Education: the transformative potential of experiential learning

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Mary Hayden

Shona McIntosh

Cite this

International Education: the transformative potential of experiential learning

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Profiles

Mary Hayden

Shona McIntosh

Cite this