Incorporating an Integral approach to Incorporating an Integral approach to experiential education: experiential education:

A new foundation to expand and deepen A new foundation to expand and deepen learninglearning

NSEE, Dallas, TXNSEE, Dallas, TXOctober 2009October 2009

Beth Sheehan, Southern New Hampshire UniversityBeth Sheehan, Southern New Hampshire UniversityMark McDonald, University of Massachusetts, AmherstMark McDonald, University of Massachusetts, Amherst

Kirsty Spence, Brock UniversityKirsty Spence, Brock University

Purpose of today’s Purpose of today’s workshopworkshop• Introduce Ken Wilber’s Integral Introduce Ken Wilber’s Integral

approach and its relevance to EEapproach and its relevance to EE

• Demonstrate the application of the Demonstrate the application of the Integral approach and its impact on Integral approach and its impact on student learning and developmentstudent learning and development

• Discuss research, evaluation and Discuss research, evaluation and assessmentassessment

• Promote discussion & feedback from Promote discussion & feedback from you!you!

Experiential Learning Experiential Learning TheoryTheory• Two (2) major theoretical streams in Two (2) major theoretical streams in

the literaturethe literature– Individual :Individual : construction of personal construction of personal

knowledgeknowledge•Dewey, Kolb, Boud and Walker, Mezirow, Dewey, Kolb, Boud and Walker, Mezirow,

Piaget, SchönPiaget, Schön

– Collective: Collective: shared knowledge through shared knowledge through cultural, historical and social cultural, historical and social relationships relationships •Argyris, Argyris & Schön, Fenwick, Vince, Argyris, Argyris & Schön, Fenwick, Vince,

Yorks and KaslYorks and Kasl

all quadrant/all level model all quadrant/all level model (AQ/AL)(AQ/AL)• learning and problem solving from

holistic perspective

• oriented by 4 central perspectives

Left Hand PathLeft Hand Path Right Hand PathRight Hand Path

ExteriorInterior

Sources: Wilber 1995/2000a/2000b

Collective

Individual Upper HalfUpper Half

Lower HalfLower Half

• upper & lower halves

• left & right hand paths

• 4 quadrants:• Upper Left (UL)• Upper Right

(UR)• Lower Left (LL)• Lower Right

(LR)

Upper LeftInterior Individual

Upper RightExterior Individual

Lower LeftInterior Collective

Lower RightExterior Collective

Individual

Collective

Interior Exterior

Upper LeftUpper Left

•Student’s subjective feelings, Student’s subjective feelings, experience and intentions within an experience and intentions within an experienceexperience

Capturing UL: Reflection and dialog exercises on individual intentions, expectations, feelings, beliefs, assumptions, etc.

Upper RightUpper Right

•Objective, empirical and measurable Objective, empirical and measurable aspects of the student’s experienceaspects of the student’s experience

Capturing UR: Observations and descriptions of physical actions and behaviors, physiological changes, and/or others’ reactions to those behaviors

Lower LeftLower Left

•Shared meanings held by the collective Shared meanings held by the collective group embedded in the context of the group embedded in the context of the experienceexperience

Capturing LL: Culture, values, rituals, morals of the collective

Lower RightLower Right

•All objective, empirical, and measurable All objective, empirical, and measurable organizational aspects (systems, organizational aspects (systems, structures, processes)structures, processes)•How each functionally fits to create an How each functionally fits to create an effective organizationeffective organization

Capturing LR: Organizational behaviors rganizational behaviors and associated outcomes that do or do and associated outcomes that do or do not match desired behaviors of the not match desired behaviors of the system. system.

(Jowdy, McDonald, & Spence, 2004)

Integral, Developmental & EL Integral, Developmental & EL TheoryTheory• Developmental theory Developmental theory (Cook-Greuter, (Cook-Greuter,

2004)2004)

– Lateral developmentLateral development• engage students’ motivational levels engage students’ motivational levels • subject content, information, and knowledge, subject content, information, and knowledge, • new skills that expand, deepen, and enrich the way new skills that expand, deepen, and enrich the way

students students currentlycurrently perceive reality, to ultimately perceive reality, to ultimately “apply their new competencies to widening circles of “apply their new competencies to widening circles of influence” (Cook-Greuter, 2004, p. 277).influence” (Cook-Greuter, 2004, p. 277).

– Vertical development Vertical development • reshapes students’ current thinking, idea generation reshapes students’ current thinking, idea generation

& interpretation& interpretation• expanded interpretations of experiences & realityexpanded interpretations of experiences & reality• more effective behaviors when dealing with more effective behaviors when dealing with

interpersonal conflict, decision making, and interpersonal conflict, decision making, and leadership (Cook-Greuter, 2004, 2005; Rooke & leadership (Cook-Greuter, 2004, 2005; Rooke & Torbert, 2005; Torbert, 1991; Torbert et al., 2004).Torbert, 2005; Torbert, 1991; Torbert et al., 2004).  

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Action Logic Percentage Focus of Awareness

Magician/Alchemist 1% Interplay: awareness, thought, action, effecttransforming self & others

Strategist 4% process & goal orientedsystems view

Individualist 10% everything is relativeown ability to have impact

Achiever 30% results, goals, plansobjective reality

Expert 38% consistency & improvement; rationality

Diplomat 12% acceptance & belongingsocially expected behaviour

Opportunist 5% own needs & interestsself-protection; acts on impulses

Developmental Theory Leadership Development Framework (LDF)

Integral, Developmental & Integral, Developmental & ExperientialExperiential• Integral TheoryIntegral Theory

– Holistic approach to understanding and Holistic approach to understanding and experiencing the worldexperiencing the world

• Developmental TheoryDevelopmental Theory– Way to measure personal growth that Way to measure personal growth that

results from integral approach to ELresults from integral approach to EL

• Experiential Learning Experiential Learning – Process that provides the type of structure Process that provides the type of structure

and environment for vertical development and environment for vertical development to occurto occur

– Creates challenges that can potentially Creates challenges that can potentially transform ones view of reality transform ones view of reality

Experiential Learning Curriculum Experiential Learning Curriculum featuring Integral Theoryfeaturing Integral Theory

• Sport Event ManagementSport Event Management– Granite Bowl: Undergraduate/graduate Granite Bowl: Undergraduate/graduate

enrollmentenrollment– Classroom as organization: Students divided in Classroom as organization: Students divided in

6 departments6 departments– Teacher as guide/coach/CEOTeacher as guide/coach/CEO– Emergent leadership – encourage distributed Emergent leadership – encourage distributed

leadershipleadership– Community eventCommunity event

Experiential Learning Curriculum Experiential Learning Curriculum featuring Integral Theoryfeaturing Integral Theory

• Course management using four quadrantsCourse management using four quadrants

• Upper Left– Utilize student reflectionUpper Left– Utilize student reflection– Individual intentions, expectations and goalsIndividual intentions, expectations and goals– Test new behaviorsTest new behaviors– Ego development Ego development

• Upper Right – ObservationsUpper Right – Observations– Fit of individual actions and behaviors in the Fit of individual actions and behaviors in the

event management organizationevent management organization– Reactions of others’ to individual behaviors in Reactions of others’ to individual behaviors in

the organizationthe organization– Individual jobs/tasksIndividual jobs/tasks

Experiential Learning Curriculum Experiential Learning Curriculum featuring Integral Theoryfeaturing Integral Theory

• Course management using four quadrantsCourse management using four quadrants

• Lower Left – Students establish culture & Lower Left – Students establish culture & valuesvalues– Core purpose and values (Collins & Porras, Core purpose and values (Collins & Porras,

1997)1997)– Tradition and past legacy/historyTradition and past legacy/history– Shared goalsShared goals

• Lower Right – Organizational designLower Right – Organizational design– Horizontal, departmental structureHorizontal, departmental structure– Agenda, meeting minutes and reporting Agenda, meeting minutes and reporting

structurestructure– University processesUniversity processes– Operations and marketing systems associated Operations and marketing systems associated

with event managementwith event management

Integral ApproachIntegral Approach• No quadrant is separate or more No quadrant is separate or more

valuable than the othervaluable than the other

• All are correlated with and All are correlated with and dependent on the otherdependent on the other

• Interactions between the quadrants Interactions between the quadrants lead to important opportunities in the lead to important opportunities in the Classroom as Organization model to Classroom as Organization model to promote vertical, student promote vertical, student developmentdevelopment

Impact: student reflectionsImpact: student reflections

• The culture and environment that we have in the The culture and environment that we have in the Granite Bowl and the tasks that are clearly outlined for Granite Bowl and the tasks that are clearly outlined for the outside work that we have has established a the outside work that we have has established a foundation that make it easier to communicate. As we foundation that make it easier to communicate. As we divide tasks between department members it makes it divide tasks between department members it makes it easier for other staff members to contact the right easier for other staff members to contact the right member and get information flowing more easily than member and get information flowing more easily than it may have been. Also, with the shared values and it may have been. Also, with the shared values and goals between everyone that works in the Granite goals between everyone that works in the Granite Bowl we understand probably now more than ever that Bowl we understand probably now more than ever that communication is crucial for the success of this event communication is crucial for the success of this event and we are working harder and harder to gain that. and we are working harder and harder to gain that.

Impact: student reflectionsImpact: student reflections

• The culture/environment and systems that are part of the The culture/environment and systems that are part of the GB organization are connected to the challenges I discussed GB organization are connected to the challenges I discussed above because of the team concept. There isn’t a true above because of the team concept. There isn’t a true leader in our group of students so everything we do must go leader in our group of students so everything we do must go through each other and be approved. There has to be more through each other and be approved. There has to be more trust between us than we have ever been used to and there trust between us than we have ever been used to and there is a new sense of responsibility. On one wants to let anyone is a new sense of responsibility. On one wants to let anyone down, yet we are all adapting to this new system; and down, yet we are all adapting to this new system; and everyone adapts differently.everyone adapts differently.

• How can you help solve this problem/overcome this How can you help solve this problem/overcome this challenge. Solve it however, in terms of helping the challenge. Solve it however, in terms of helping the COLLECTIVE group adjust - changes in the environment. COLLECTIVE group adjust - changes in the environment. Systematic changes, cultural changes?Systematic changes, cultural changes?

Why Integral Theory?Why Integral Theory?• Captures the essence of EL – it’s not just the Captures the essence of EL – it’s not just the

experience, it’s all that surrounds it (Furco, 2007)experience, it’s all that surrounds it (Furco, 2007)

• InstructorsInstructors– Structure and develop an experience-based Structure and develop an experience-based

curriculumcurriculum– Design assignments and reflectionsDesign assignments and reflections– Constant reference point throughout an experienceConstant reference point throughout an experience

• StudentsStudents– Framework to “make sense” and interpret their Framework to “make sense” and interpret their

experienceexperience– Deepens learning, widens perspectives, improves Deepens learning, widens perspectives, improves

higher order thinking skillshigher order thinking skills– Leads to personal development – self and social Leads to personal development – self and social

awareness, ego-developmentawareness, ego-development

Research projectResearch project• Investigating the impact of Investigating the impact of

experience-based curricula on experience-based curricula on students’ vertical developmentstudents’ vertical development

• Mixed methods designMixed methods design– Washington University Sentence Washington University Sentence

Completion Test (SCT)Completion Test (SCT)– InterviewsInterviews

• Control and experimentalControl and experimental

• Pre and post – T1, T2 and T3 data Pre and post – T1, T2 and T3 data collectioncollection

Thank youThank you

Beth SheehanBeth Sheehane.sheehan@snhu.edu

Mark McDonaldMark McDonaldmcdonald@sportmgt.umass.edu

Kirsty SpenceKirsty SpenceKirsty.spence@brocku.ca