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Chapter 33 - Carnegie School Experiential Learning and Routine Dynamics

from Part IV - Related Communities of Thought

Published online by Cambridge University Press:  11 December 2021

By
Claus Rerup  and
Bryan Spencer
Edited by
Martha S. Feldman ,
Brian T. Pentland ,
Luciana D'Adderio ,
Katharina Dittrich ,
Claus Rerup  and
David Seidl
Martha S. Feldman
Affiliation:
University of California, Irvine
Brian T. Pentland
Affiliation:
Michigan State University
Luciana D'Adderio
Affiliation:
University of Edinburgh
Katharina Dittrich
Affiliation:
University of Warwick
Claus Rerup
Affiliation:
Frankfurt School of Finance and Management
David Seidl
Affiliation:
University of Zurich
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Summary

Given the centrality of experiential learning in the Carnegie School, we focus on how this form of learning provides an opportunity for deepening the relationship between the Carnegie School and Routine Dynamics. Experiential learning is central to Routine Dynamics because the flow and progression of routines emerge from experiential learning like processes of taking action, evaluating the results of those actions, and, if necessary, making adjustments to future actions.

Keywords

Routinesroutine dynamicsPatterningexperiential learningconflictpolitical contestationtrucesinterpretation and sensemaking.
Type
Chapter
Information
Cambridge Handbook of Routine Dynamics , pp. 445 - 459
Publisher: Cambridge University Press
Print publication year: 2021

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