Supporting Experiential Learning – Lessons from the Practice of Business and Management Apprenticeship Tripartite Practitioners

Phil Power-Mason; Helen Charlton

Supporting Experiential Learning – Lessons from the Practice of Business and Management Apprenticeship Tripartite Practitioners

Hertfordshire Business School

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

This session discusses how “Tripartite Practitioners” (aka coaches, work-based learning tutors etc.) support experiential learning within Business and Management apprenticeships. Attendees will discuss a practice framework, highlighting key continuums (e.g. Process vs. Outcome) and dualities (e.g. Mentoring vs. Coaching) that characterize how experiential learning is supported in this setting. The session will focus on how tripartite practitioners navigate these tensions, exploring transferability to other experiential learning contexts, and promoting broader understanding of how to support experiential learners.

Original language	English
Title of host publication	Institute for Experiential and Skills Based Learning
Subtitle of host publication	Experiential learning in its disciplinary context
Publication status	Published - 20 Sept 2024
Event	Experiential learning in its disciplinary context - University of Northumbria , United Kingdom Duration: 20 Sept 2024 → 20 Sept 2024 https://iesbl.substack.com/p/experiential-learning-in-its-disciplinary

Conference

Conference	Experiential learning in its disciplinary context
Abbreviated title	IESBL
Country/Territory	United Kingdom
Period	20/09/24 → 20/09/24
Internet address	https://iesbl.substack.com/p/experiential-learning-in-its-disciplinary

Cite this

@inproceedings{5d8a7dc82cfa4dd38bf1f6d5eb388309,

title = "Supporting Experiential Learning – Lessons from the Practice of Business and Management Apprenticeship Tripartite Practitioners",

abstract = "This session discusses how “Tripartite Practitioners” (aka coaches, work-based learning tutors etc.) support experiential learning within Business and Management apprenticeships. Attendees will discuss a practice framework, highlighting key continuums (e.g. Process vs. Outcome) and dualities (e.g. Mentoring vs. Coaching) that characterize how experiential learning is supported in this setting. The session will focus on how tripartite practitioners navigate these tensions, exploring transferability to other experiential learning contexts, and promoting broader understanding of how to support experiential learners. ",

author = "Phil Power-Mason and Helen Charlton",

note = "{\textcopyright} 2025 IESBL.; Experiential learning in its disciplinary context, IESBL ; Conference date: 20-09-2024 Through 20-09-2024",

year = "2024",

month = sep,

day = "20",

language = "English",

booktitle = "Institute for Experiential and Skills Based Learning",

url = "https://iesbl.substack.com/p/experiential-learning-in-its-disciplinary",

}

TY - GEN

T1 - Supporting Experiential Learning – Lessons from the Practice of Business and Management Apprenticeship Tripartite Practitioners

AU - Power-Mason, Phil

AU - Charlton, Helen

PY - 2024/9/20

Y1 - 2024/9/20

N2 - This session discusses how “Tripartite Practitioners” (aka coaches, work-based learning tutors etc.) support experiential learning within Business and Management apprenticeships. Attendees will discuss a practice framework, highlighting key continuums (e.g. Process vs. Outcome) and dualities (e.g. Mentoring vs. Coaching) that characterize how experiential learning is supported in this setting. The session will focus on how tripartite practitioners navigate these tensions, exploring transferability to other experiential learning contexts, and promoting broader understanding of how to support experiential learners.

AB - This session discusses how “Tripartite Practitioners” (aka coaches, work-based learning tutors etc.) support experiential learning within Business and Management apprenticeships. Attendees will discuss a practice framework, highlighting key continuums (e.g. Process vs. Outcome) and dualities (e.g. Mentoring vs. Coaching) that characterize how experiential learning is supported in this setting. The session will focus on how tripartite practitioners navigate these tensions, exploring transferability to other experiential learning contexts, and promoting broader understanding of how to support experiential learners.

M3 - Conference contribution

BT - Institute for Experiential and Skills Based Learning

T2 - Experiential learning in its disciplinary context

Y2 - 20 September 2024 through 20 September 2024

ER -

Supporting Experiential Learning – Lessons from the Practice of Business and Management Apprenticeship Tripartite Practitioners

Abstract

Conference

Fingerprint

Cite this