Mindfulness and experiential learning

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Over the last forty years researchers from
many different theoretical perspectives
have discovered that individuals develop
consistent, routinized approaches to learn-
ing called learning styles (Sims and Sims
2006). Of the models that have emerged,
Experiential Learning Theory (ELT) has
largely influenced leadership and organiza-
tion development. The experiential learn-
ing cycle is one of the most well-known
illustrations in management education and
has become the key theoretical model to
express the nature of experiential learning
(Cunningham, 1994). Experiential learn-
ing theory also forms some of the basis
for notions of the learning organization
(Vince, 1998; Casey, 1993; Senge, 1990).
Furthermore, organizational research and
practice supports the premise that when
learning is defined holistically as the basic
process of human adaptation, it subsumes
more specialized managerial processes
such as entrepreneurial learning, strategy
formulation, creativity, problem solving,
decision making, and leadership.
Learning styles are used to make sense
of the world and adapt to it. But what hap-
pens when learners over-routinize their
learning styles? Are they missing oppor-
tunities to reach their learning potentials?
This article discusses how mindfulness
techniques can enhance experiential
learning and provides tools for practice in
organizations. Mindfulness is an age old
practice used to overcome the tendency to
“sleep walk” repetitively through our lives.
In recent times it has been accepted into
mainstream psychology, social psychology,
and medicine. Empirical studies are now
finding statistical support for what many
have known for two millennia: that practic-
ing mindfulness enhances mental and
physical health, creativity, and contextual
learning. In a world of flux and rapidity,
living mindlessly can result in a host of
problems including but not limited to: tun-
nel vision, increased stress, reduced physi-
cal health, reduced creativity, and difficulty
navigating complex systems. As our sister
fields of psychology and social psychology
grow mindfulness research and practices,
our field must as well. In this article we
explore and discuss mindfulness as a tool
to assist learners in unlocking their full
learning potential in organizations.
Mindfulness
So what exactly is mindfulness? Any
construct that has existed for thousands
of years has many definitions. We would
like to offer two of the most widely
accepted descriptions of mindfulness. In
our research with Darren Good at Case
Western Reserve University, we found
two predominant streams of mindfulness
research and practice, meditative mind-
fulness and socio-cognitive mindfulness
(Good & Yeganeh, 2006; Yeganeh, 2008).
Meditative Mindfulness. Although it is
widely used as part of a secular mindful-
ness practice, mindfulness is the core of
Buddhist meditation (Kabat Zinn, 1994).
Thich Nhat Hanh, Gunaratana, Kabat-
Zinn, and other present day authors
advocate developing mindfulness through
meditation techniques to help people heal
By Bauback Yeganeh
and David Kolb
Mindfulness and
Experiential Learning
“Non-judgment, in mindfulness theory, is accepting the current state as part of a constant flow
of changing experiences. This paradigm suggests that letting go of judgment strengthens the
mind, and it challenges the illusion that over-thinking something gives one control over it.”
8OD PRACTITIONER Vol. 41 No. 3 2009

themselves and live intentionally. A dis-
tinction of meditative mindfulness is that
it requires a discipline of anchoring the
mind in the present moment. This is often
accompanied with a practice of aware-
ness and acceptance through breathing.
Kabat-Zinn (1994) defines mindfulness
as “paying attention in a particular way:
on purpose, in the present moment, and
non-judgmentally” (p.4). Non-judgment,
in mindfulness theory, is accepting the
current state as part of a constant flow of
changing experiences. This paradigm sug-
gests that letting go of judgment strength-
ens the mind, and it challenges the illusion
that over-thinking something gives one
control over it. Authors who discuss mind-
fulness within these parameters also talk
about the antithesis of mindfulness which
is mindlessness, or a state of auto-pilot and
lack of intention. Are you aware of your
breathing right now? Try some deep calm
breaths from the diaphragm prior to read-
ing on. Try practicing acceptance of what-
ever you are experiencing in the moment
by letting go of evaluation and judgment.
Socio-cognitive mindfulness. Developed
by social psychologists, this understand-
ing of mindfulness emphasizes cognitive
categorization, context and situational
awareness (Langer 1997; Langer, 2000).
Harvard social psychologist Ellen Langer,
often relates mindfulness to learning:
“When we are mindful, we implicitly
or explicitly (1) view a situation from
several perspectives, (2) see infor-
mation presented in the situation
as novel, (3) attend to the context in
which we perceive the information,
and eventually (4) create new catego-
ries through which this information
may be understood.” (Langer,1997,
p.111)
Langer (1997) argues that our school sys-
tems largely encourage mindless learning
through the accumulation of “objective”
truths, rather than mindful learning which
places a value on context, uncertainty,
and doubt. As with meditative mindful-
ness, socio-cognitive mindfulness authors
contrast mindfulness with mindlessness,
which is described as automatic behavior.
When mindless, “we act like automatons
who have been programmed to act accord-
ing to the sense our behavior made in the
past, rather than the present.” (Langer &
Moldoveanu, 2000, p.2). Mindfulness from
the socio-cognitive perspective requires
broadening one’s repertoire of cognitive
categories. The idea of creating new cat-
egories was influenced by Langer’s earlier
studies in bias and prejudice. Explaining
the practical benefits she illustrates that “If
we describe someone we dislike intensely,
a single statement usually does it. But
if, instead, we are forced to describe the
person in great detail, eventually there will
be some quality we appreciate” (Langer,
1989, p.66). One of the reasons Langer’s
work is so compelling is that it thoroughly
supports the notion that simple labels (e.g.
good and evil) do not accurately reflect the
complexity of the world. Instead they allow
for mindless rationalizations that justify
a broad range of dysfunctional behaviors,
from ineffective to criminal. Are you aware
of how you are sorting and labeling what
you are reading right now? Are you aware
of the images, memories, and thoughts
that your mind is recalling as you are read-
ing? Try exploring one or two categories
you have been using while digesting this
article thus far.
One way to distinguish the two schools
of thought is that meditative mindfulness,
with its focus on present centered aware-
ness, describes an internal process required
to maintain a mindful state, where socio-
cognitive mindfulness definitions seem to
focus on cognitive applications of mind-
fulness (e.g. how we can more effectively
sort out experiences and make sense of
the world based on new mental categories/
models). Furthermore, meditative mindful-
ness authors offer techniques in practicing
mindfulness through breathing, acceptance
and present centered awareness. Socio-
cognitive mindfulness deemphasizes medi-
tation, suggesting supplemental practices
such as placing a value on doubt, looking
for disconfirming data, and producing
new ways of thinking and acting. Each of
these approaches offer research streams
in which a person’s degree of mindfulness
is measured through statistically vali-
dated self-report assessments. Meditative
mindfulness is often measured by Brown &
Ryan’s Mindful Attention Awareness Scale
(MAAS) (Brown & Ryan, 2003) and socio-
cognitive mindfulness is measured by the
Langer Mindfulness Scale (LMS) (Bodner,
2000). A factor analyses (Yeganeh, 2006)
of these two scales completed by 314 par-
ticipants confirmed multiple and unique
dimensions to mindfulness. Our research
Figure 1:
Meditative and Socio-Cognitive Mindfulness/Mindlessness Comparison
5.
9Mindfulness and Experiential Learning

supports the following multi-dimensional
definition of mindfulness:
Mindfulness is a state in which an individual:
1. focuses on present and direct experience
2. is intentionally aware and attentive
3. accepts life as an emergent process of
change
Mindfulness and Experiential Learning
Building on this research, we began to
explore the notion that mindfulness might
increase the effectiveness of learning
from experience. Specifically we designed
a study to explore the learning style(s) of
mindful individuals using the two mind-
fulness scales just described and the Kolb
Learning Style Inventory (Kolb 2007) based
on experiential learning theory (Kolb,
1984). By understanding the relationship
between mindfulness and experiential
learning styles, we could begin to design
mindful experiential learning practices to
be used in organizations.
Experiential Learning Theory (ELT)
defines learning as “the process whereby
knowledge is created through the transfor-
mation of experience. Knowledge results
from the combination of grasping and
transforming experience” (Kolb, 1984, p.41).
The ELT model portrays two dialectically
related modes of grasping experience—
Concrete Experience (CE) and Abstract
Conceptualization (AC)—and two dialecti-
cally related modes of transforming experi-
ence—Reflective Observation (RO) and
Active Experimentation (AE). Experiential
learning is a process of constructing knowl-
edge that involves a creative tension among
the four learning modes. This process is
portrayed as an idealized learning cycle or
spiral where the learner “touches all the
bases”—experiencing, reflecting, thinking,
and acting—in a recursive process that is
responsive to the learning situation and
what is being learned. Immediate concrete
experiences (experiencing) are the basis for
observations and reflections. These reflec-
tions are assimilated and distilled into
abstract concepts (thinking) from which
new implications for action can be drawn.
These implications can be actively tested
and serve as guides in creating new experi-
ences (see Figure 2).
Learning style describes the unique
ways that individuals spiral through the
learning cycle based on their preference
for the four different learning modes—CE,
RO, AC, & AE. Because of our genetic
makeup, our particular life experiences,
and the demands of our present environ-
ment, we develop a preferred way of choos-
ing among these four learning modes. We
resolve the conflict between being concrete
or abstract and between being active or
reflective in patterned, characteristic ways.
ELT posits that learning is the major deter-
minant of human development and how
individuals learn shapes the course of their
personal development. Previous research
(Kolb 1984) has shown that learning styles
are influenced by personality type, culture,
educational specialization, career choice,
and current job role and tasks.
Our hypotheses about the relationship
between mindfulness and learning style
were influenced by William James, the
originator of the theory of experience on
which ELT is based. James (1890) stated,
“no state once gone can recur and be iden-
tical with what it was before” (p.155). The
mind often neglects the rich context avail-
able for observation that makes experience
unique. Instead it often automatically labels
stimuli based on limited exposure and
moves on to the next stimulus to under-
observe. To extend this further, our labels
of work experiences such as productive,
boring, awful, successful, urgent, relaxed,
and so on are also often based in automati-
cally categorizing experience, rather than
being fully present in the unique context of
the moment. James’ emphasis on imme-
diate direct sensual experience is exactly
the focus on here and now experience that
has been characterized by mindfulness for
thousands of years. James also emphasized
the importance of attention. He defines
a spiral of interest-attention-selection
similar to the experiential learning cycle
Figure 2:
OD PRACTITIONER Vol. 41 No. 3 200910

that creates a continuous ongoing flow
of experience summarized in the pithy
statement—“My experience is what I agree
to attend to.” (1890, p. 403). This also is a
central element of mindfulness.
Supporting these links between learn-
ing from experience and mindfulness,
our research found that individuals who
scored high on Langer’s mindfulness scale
emphasized direct concrete experience in
their learning style (Yeganeh, 2006). We
also found that individuals scoring high on
mindfulness did not score high on reflec-
tive observation, suggesting that they were
not “lost in thought” or rumination but
were attentive to their experiences. The
results suggest that the practice of mind-
fulness could help individuals learn from
experience in two ways:
1. Encouraging a focus on here-and-now
experience uncluttered by preconcep-
tions and bias
2. Intentionally guiding their learning
process by paying attention to how they
are going through the phases of the
learning cycle
Mindfulness becomes important when
we consider how we choose to process and
learn from events at work. Learning style
determines the way we process the pos-
sibilities of each new emerging experience,
which in turn determines the range of
choices and decisions we see. The choices
and decisions we make to some extent
determine the events we work through, and
these events influence our future choices.
Thus, people create themselves and their
learning styles through the choices of
the actual occasions they live through.
For many, this learning style choice has
become relatively unconscious, comprised
of deeply patterned routines applied glob-
ally to learning situations. Mindfulness
can put the control of learning back in the
learner’s hands.
Practicing Mindful Experiential Learning
As it relates to mindfulness, ELT provides
a grounded explanation of the learning
processes of the mind when making sense
of the environment (Zull 2002). The mind
makes sense of complex environments
by generalizing. In doing so, rules and
guidelines are abstracted (AC) from experi-
ences (CE) which are then acted (AE) and/
or reflected (RO) on. Indeed this is what
has enabled early civilization to take shelter
when weather worsens, use fire to ward
off nocturnal scavengers, seek medicine
when ill, teach right from wrong, and so on
and so forth. It is clear that this propensity
to generalize can be a gift, enabling us to
thrive. However, the process of general-
izing from experience can also result in
rumination, bigotry, fortunetelling, stress,
and the like; all of which decrease learning
ability. The ability to generalize is neutral;
it is how we go about doing so that deter-
mines generative or degenerative outcome.
Incorporating mindfulness practices into
experiential learning processes will help
organization members become more
intentional about how and when they learn.
An underlying assumption in mindful
experiential learning is that the quality of
experiential learning increases as orga-
nization members are more intentional.
Practical examples of mindful experiential
learning in organizations are limitless. For
example organizational teams can increase
awareness of how individuals work with
one another in specific situations, and
who is best for specific kinds of work on a
team. Leaders can better manage complex
projects without making rash decisions
based on limited information. Strategy
makers can become more effective in pro-
cesses by rethinking how data is collected
and considered. Below we provide mind-
ful experiential learning tools that can be
adapted for use in organizations based on
specific needs.
Mindfulness can free the mind to
intentionally think and create in new ways.
Those with rigorous mindfulness prac-
tices routinely practice present centered
awareness. Meditation is a powerful way
to discipline the mind into practicing
mindfulness. However, there are also
ways to practice mindfulness for those
who are not dedicated to a meditation
program. One thing is certain, if organiza-
tion members are interested in develop-
ing mindful experiential learning skills,
it is vital to begin a mindfulness routine,
whether through meditation or not. For
those interested in practicing mindfulness
without meditation, it is important to find
a way to regularly attend to one’s state
in order to be intentional in subsequent
thoughts and behaviors. Self-monitoring
when coupled with practicing acceptance
creates new opportunities to think and act
in learning situations. This requires a rou-
tine of “checking-in” with the self, which
can be done through regular journaling,
questioning, and/or taking several deep
breaths from the diaphragm while accept-
ing the present moment. Some mistakenly
confuse acceptance with apathy, which it
is not. In mindfulness theory, acceptance
disallows the mind and body to suffer
from things beyond one’s control. This can
paradoxically enable one to attain goals that
may have otherwise been self-sabotaged
by stress and attempts at over-controlling.
Working toward goals is congruent with
practicing mindful experiential learn-
ing in organizations. However having an
overbearing outcome-orientation in which
preoccupation with a specific result hinders
work effectiveness, is a classic sign of
mindlessness.
Tools for Mindful Learning
Those who use the Kolb Learning Style
Inventory to assess their learning style
often decide that they wish to develop their
capacity to engage in one or more of the
four modes of the learning cycle—expe-
riencing (CE), reflecting (RO), thinking
(AC) and acting (AE). In some cases this is
based on a desire to develop a weak mode
in their learning style. In others it may
be to increase capability in a mode that is
particularly important for their learning
tasks. Because of the dialectic relationships
among the learning modes, inhibiting
dominating modes can be as effective in
developing strengths as actively developing
inhibited modes. Overall learning effec-
tiveness is improved when individuals are
highly skilled in engaging all four modes of
the learning cycle at contextually appropri-
ate times.
We have created a practical model
(Figure 3) from mindfulness and expe-
riential learning work that answers the
following question: What are various
11Mindfulness and Experiential Learning

mindfulness practices that can be used to
develop the capacity to engage in one or
more of the four modes of the learning
cycle in organizations? The next section
provides some useful tools to improve
specific modes of experiential learning
through mindfulness. Keep in mind that
the key to being mindful when learning is
intentionality, as opposed to being on auto-
pilot in any of the phases.
Developing the capacity
for experiencing (CE).
This requires fully opening oneself to direct
experience. Direct experience exists only
in the here-and-now, a present moment of
endless depth and extension that can never
be fully comprehended. In fact, being heav-
ily biased in the thinking mode (being too
much “in your head”) can inhibit the ability
to directly sense and feel the immediate
moment. Engagement in concrete experi-
ence can be enhanced by being present
in the moment and attending to direct
sensations and feelings. This presence
and attention are particularly important
for relationships. Interpersonal skills of
leadership, relationship and giving and
receiving, can improve by developing the
experiencing mode of learning. Those who
tend to be heavy in thinking and light on
experiencing may wish to write out lists of
everything floating around in their minds.
This can include “to do’s”, ideas, concerns,
and anything else cluttering the mind. The
mind often replays these thoughts to main-
tain control over them. Once thoughts are
written out, it is easier to practice engag-
ing in the present moment, knowing that
the list is only a glance away if something
seems forgotten at a later date. Clearing
the mind is a central tool for shifting from
abstract thought into engaging present
moment experience. Additionally, any time
words are being used to think or speak,
abstract thinking is happening. Words are
symbols, representing only a fraction of
full experience. To develop the capacity
for experiencing, one can practice observ-
ing the environment while consciously
shifting the mind away from words that
arise, and back to the momentary observa-
tion. Taking deep breaths while doing this,
anchors the mind in momentary awareness
of perception: sight, sound, touch, taste,
and smell, and away from abstract thought.
If thoughts appear in the mind, one can
gently but firmly re-focus on the breath and
away from thinking in order to be more
fully present. Deep breathing is a powerful
intervention for strengthening the ability
to experience. Most of us breathe shal-
lowly, especially when engaged in tasks that
pull us away from momentary awareness.
Anchor points for creating a mindful learn-
ing routine can be as simple as routinely
taking deep breaths from the diaphragm.
In order to remember breathing, one can
practice routine self check-ins, asking “how
deeply am I breathing right now?” Creating
reminder cues such as a pen dot on the
hand, and/or a symbol at the desk can help
as well. Because the practices suggested
to engage in experience include adapta-
tions of meditation, they often come with
a host of benefits such as reduced stress,
increased clarity, improved health, calm-
ness, and creativity.
Developing the capacity
for reflecting.
Reflection requires space and time. It can
be inhibited by impulsive desires and/or
pressures to take action. It can be enhanced
by the practices of deliberately viewing
Figure 3: Mindful Experiential Learning Practice Guide
OD PRACTITIONER Vol. 41 No. 3 200912

things from different perspective and
empathy. Stillness and quieting the mind
foster deep reflection. Information skills of
sense-making, information gathering and
information analysis can aid in the devel-
opment and expression of the reflecting
mode of learning. To practice this phase
of mindful experiential learning, one can
actively discover critical times of impulsive
action and plan to suspend action during
these times through mindfulness. Focus
on the physiological cues that signal when
impulsivity is about to occur. When these
cues arise, practicing redirecting the mind
towards reflection can be a powerful tool.
Those who feel quick to judge and act can
routinely ask themselves “what actions
have I been rushing into that I can sit
with a bit longer to make sure I am being
intentional?” This can be done numerous
ways. One suggestion we offer clients is
to program their computer calendars to
announce this question on their screens
every hour or few hours. Another use-
ful practice is to hone in on one issue
that requires reflection, and spend 10-15
minutes to generate new questions to
answer about the issue. Create a question
for yourself that you normally would not
ponder, and place a value on doubt, rather
than rushing into being correct. Finally,
practice acceptance of the moment by
identifying which actions are generative
and which ones are just a way of trying to
take control of an uncontrollable aspect of
the environment.
Developing the capacity
for thinking.
Thinking requires the ability to cognitively
represent and manipulate ideas. It can
be distracted by intense direct emotion
and sensations as well as pressure to act
quickly. Engagement in thinking can be
enhanced by practicing theoretical model
building and the creation of scenarios for
action. Analytical skills of theory building,
data analysis and technology management
can aid in the development and expression
of the thinking mode of learning. From
a mindfulness perspective, questioning
assumptions can help to focus the mind in
order to make “theories-in-use” intentional
rather than automatic. Taking time to view
assumptions from multiple perspectives
can enrich thought. A way to do this is
to experiment with how one would make
sense of a situation if a current belief were
untrue. Another tool is to consider the
role that context plays in current mental
models, and how these might differ if
the context changed. Creating contextual
knowledge rather than pursuing dichoto-
mous thinking can strengthen the capacity
for abstract thought. Be aware that mind-
lessly shifting from abstract thought to con-
crete experience can interfere with learning
in some scenarios. Practicing a focused
routine of abstract questioning and seeking
shades of gray can develop the mind’s abil-
ity to fully think in learning situations.
Developing the capacity
for action.
Acting requires commitment and
involvement in the practical world of real
consequences. In a sense it is the “bot-
tom line” of the learning cycle, the place
where internal experiencing, reflecting and
thinking are tested in reality. Acting can be
inhibited by too much internal processing
in any of these three modes. Acting can be
enhanced by courageous initiative-taking
and the creation of cycles of goal-setting
and feedback to monitor performance.
Action skills of initiative, goal-setting and
action-taking can aid in the development
and expression of the acting mode of learn-
ing. Mindfulness can assist with this phase
by helping learners be intentional about
actions, especially when reflective observa-
tion is a more comfortable state for the
learner. Asking people novel and thought-
ful questions can be a safe and mindful
way to begin practicing action. Another
tool is having the learner envision all the
ideal behaviors that he/she would like to
practice. The learner then can decide which
behaviors would be generative to practice
in specific learning situations and begin
practicing one or two of them mindfully.
Learners who would like to move to action
more often or more strongly will benefit
from being aware of and releasing any
automatic self-judgments, self-schemas,
feelings and thoughts that support inac-
tion. This can be accomplished through
acceptance and breathing practices. Finally,
it is important to keep in mind that acting
isn’t just about filling space with behavior.
Intentionally suspending behavior can be a
mindful act as well.
Conclusion
Everybody has learning style preferences.
Cultivating mindfulness can help organiza-
tion members become more intentional
about how they think and behave in a given
learning environment. In order to be more
aware of learning processes, learners must
find unique ways to engage in routines of
momentary awareness. Regular practices
of deep breathing can help create anchor
points for learners to check in on thoughts
and behaviors. In organizations it is helpful
for learners to identify people who they
can routinely check-in with on the degree
to which they are being intentional in
learning situations. These conversational
anchors provide environmental cues to
stay focused on a mindfulness practice and
emotional support to remain optimistic.
Using coaches who are well trained in
mindfulness is also a powerful tool. Finally,
we encourage learners not to be discour-
aged when facing difficulty in starting a
mindful experiential learning practice. It
may be best to try 1 or 2 specific mind-
ful learning practices, and go from there.
Anything more can be overwhelming and
may actually inhibit progress. As tech-
niques are mastered, additional methods
can be added. In this article, we have
provided mindful experiential learning
practices that can improve the quality of
learning in the four modes of experiential
learning. These can be adapted to coaching
processes, employee development pro-
grams, dialogue sessions, cultivating emo-
tional intelligence, daily meeting practices
and much more. We have presented new
research and practical approaches to mind-
ful experiential learning in organizations.
We encourage others to develop innovative
ways to use mindfulness in organizations
and to share the results through articles
and presentations so that one day using
mindfulness in organizations becomes the
norm. We believe it is needed more now
than ever before.
Mindfulness is an age old tool to
13Mindfulness and Experiential Learning

enhance life by reducing automaticity.
Mindful experiential learning can be culti-
vated in organizations without mandating
employees to commit to specific meditation
practices. In many of our experiences with
coaching leaders, simply presenting some
of the practices discussed in this article has
been enough to generate interest, result-
ing in self-driven exploration of mindful
experiential learning. Experiential learning
theory helps us understand the mental
architecture of learning. Mindfulness helps
us understand processes by which the
mind is aware, intentional, and accepting.
Using the two together unlocks a power-
ful tool for empowered adult learning in
organizations.
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an Adjunct Professor of American University and an Affiliate Instructor of the
Weatherhead School of Management at Case Western Reserve University. Bau-
back’s work focuses on leadership development, strategy, and eco-advantage.
He has consulted to organizations in The Americas, Europe, and Asia including
The World Bank, United Nations, FIEP Brazil, Alcatel Lucent, and Progressive
Insurance. Bauback is an experienced coach and a leader in the field of Ap-
preciative Inquiry. He holds a Ph in organizational behavior from Case West-
ern Reserve University, an MS in organization development from American
University, and a BS in industrial/organizational psychology from University of
Maryland. Bauback is an author of forward thinking articles on organizational
behavior and eco-advantage, and a guitarist. He can be reached at by@bycon-
sulting.org or byeganeh@everidian.com.
David Kolb, PhD, is Professor of Organizational Behavior at the Weatherhead
School of Management, Case Western Reserve University. He received his BA
in psychology, philosophy and religion at Knox College and his PhD in social
psychology from Harvard University. He is best known for his research on
experiential learning and learning styles described in Experiential Learning:
Experience as the Source of Learning and Development. Other books include,
Conversational Learning: An Experiential Approach to Knowledge Creation,
Innovation in Professional Education: Steps on a Journey from Teaching to
Learning, and Organizational Behavior: An Experiential Approach. In addi-
tion he has authored many journal articles and book chapters on experiential
learning. Current research activities include assessment of learning flexibility,
studies of team learning, research on the cultural determinants of learning
style and research on experiential learning in conversation. He is involved in a
number of learning focused institutional development projects in education.
David has received four honorary degrees recognizing his contributions to
experiential learning in higher education.
OD PRACTITIONER Vol. 41 No. 3 200914