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1.
Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
2.
This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any, studies have examined the process and challenges in developing and using network capability to generate advantage through collaboration with network actors. In recognising that capabilities are developed rather than acquired, this paper address this theoretical gap and contributes to literature by tracing the development of network capability in an entrepreneurial context. A further contribution of the paper is in applying an AR design and AL sets as a method for capability development for the entrepreneurial firm. Findings suggest that, although network capability is of use, to develop the ability to use it requires a change in the market making perceptions of the entrepreneur from an independence mind-set to a more collaborative, interdependent one. Our research also supports the applicability of AL as an intervention strategy to promote action and learning among entrepreneurs for capability development, fitting the learning preferences of the nascent venture. For practitioners, evolving towards an interdependent mind-set facilitates network capability use and has the potential to relieve some of the resource pressure on entrepreneurs by providing them with strategic routes through their existing and potential network ties. For the entrepreneurship literature, a benefit stemming from this study is in introducing AR in its design and AL sets as an invention strategy in addition to developing theory in relation to network capability development. 相似文献
3.
Annie Yeadon-Lee 《Action Learning: Research and Practice》2013,10(1):39-53
This paper presents the proposition that a variety of differing hierarchies exist in an action learning set at any one time, and each hierarchy has the potential to affect an individual's behaviour within the set. An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of 11 in-depth interviews that formed part of wider research into set members' perceptions of what makes an effective action learning set. The interviewees were all former students of the researcher and her colleagues. The research draws upon grounded theory as a dominant research paradigm and uses thematic analysis to interpret the research findings. The findings of the research serve to simply illustrate that there is the potential for a variety of differing hierarchies to exist in an action learning set at any one time. Some of the hierarchies may exist for the full duration of the set; others are somewhat ephemeral. The findings from this research also present themselves as points of consideration for academics and practioners who have used or are about to use action learning as a learning vehicle. 相似文献
4.
Terence S. Chivers 《Action Learning: Research and Practice》2011,8(1):65-68
The present account of action learning describes its adoption for pragmatic reasons by the University of the Third Age (U3A). The reason for the existence of this movement is the education of retired people. The account seeks to explain why the action learning method spread from one local U3A to another and across it to other local U3As. The case is that the directness of action and its power to involve people brought action learning a following among persons so that they could carry out specific activities even though the persons concerned would never have heard of the term action learning. The successful use of the method fed through into the users' minds and brought about a mode of thought, one which unconsciously was capable of extension into an outlook that could be applied to a variety of situations. Thus two types of learning took place: that between U3As and that within U3As. 相似文献
5.
George Boak 《Action Learning: Research and Practice》2016,13(2):101-117
This paper is based on a study of learning processes within 35 healthcare therapy teams that took action to improve their services. The published research on team learning is introduced, and the paper suggests it is an activity that has similarities with action research and with those forms of action learning where teams address collective problems to enhance organisational performance. The paper proposes factors within the teams and in the teams’ environments that enabled team learning, in particular, within the team, the behaviours of team leaders to encourage learning, communication, planning, action and review, and in the teams’ environments, the behaviour of senior managers and other stakeholders in positions of authority, access to effective information systems, and the availability of a modest amount of resource to enable team learning. 相似文献
6.
The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor
This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation. 相似文献
7.
Denise O’Leary Paul Coughlan Clare Rigg David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17
Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur. 相似文献
8.
Action learning is often used as an element of leadership development programmes. The intention is to support classroom learning with an experiential thread which runs throughout the life of the programme. Action Learning Associates (ALA) has been working with an international organisation for three years to deliver the global ‘First Line Manager Programme’ (FLMP). The action learning facilitator training (ALFT) programme is designed to enable participants to run action learning sets in their operational companies across the world. Originally created in English – the official business language – the ALFT is now also delivered in French. The focus of the paper is to explore learning, challenges and opportunities created by scaling up the delivery of ALFT to a global target audience of approximately 700 people. To date ALA has trained over 165 internal action learning facilitators from different countries, languages, cultures and professional backgrounds. The value to the participants of being skilled to run their own action learning sets, within the context of the FLMP, is explored along with the opportunities for organisational development and learning. 相似文献
9.
This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so doing, contributes to the ongoing debate about the relative priority of learning and problem-solving in action learning. The account narrates the students’ personal accounts of their involvement with the action learning set (ALS), what they felt worked and what did not before reflecting on their personal contributions as hybrid practitioner-learners. Insights into the experience are offered up to illuminate the function and purpose of the ALS within a management education programme. 相似文献
10.
Meredith Mountford 《Innovative Higher Education》2005,30(3):213-227
This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program
in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels
of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for
redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics
and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed
faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others
who are interested in fostering higher levels of transformational learning outcomes within their programs.
Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational
administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the
University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D.
Cohort Program in educational leadership at the University of Missouri—Columbia. 相似文献
11.
Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in Ireland. The programmes adopt an action learning methodology. Action learning supports a reflective culture for the executive learners and an enriched understanding of their workplace. The challenges associated with action learning are explored. The understanding of best practice in the facilitation of action learning for executive learners is enriched for practitioners and academics. The use of narrative structuring provides an insight into the reality of action learning for executive learners. If action learning is to be successfully integrated into executive education, then there needs to be high levels of communication, commitment and trust between the executive learners; academics and external contributors. 相似文献
12.
Zingiswa Jojo 《Africa Education Review》2017,14(3-4):245-262
Creating a classroom learning environment that is suitably designed for promotion of learners’ performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers’ action learning changed the learning environment for the promotion of geometry teaching. This was an exploratory study in which a sample of 13 grade 8 mathematics teachers from the rural schools of a district in the Eastern Cape Province in South Africa participated in a project aimed at creating mathematical learning environments through action learning while supporting and promoting the teaching of geometry. The study was qualitative and data was collected using questionnaires, classroom observations and semi-structured interviews with the teachers on a participatory action research conducted in two cycles. Results indicated that 92% of teachers changed their classroom environments by modifying instructional strategies, learner -interactions, and engagements, but could not change how they managed the classrooms due to some factors related to power dynamics andthe education policy. It is recommended that teachers be workshopped on modifying their classroom learning environments while they undergo learning in action on the promotion of teaching and learning geometry in their school defining contexts. 相似文献
13.
Tom Bourner 《Action Learning: Research and Practice》2011,8(2):117-127
This article provides an account of self-managed action learning (SMAL), where it came from and how it has been implemented in practice. Self-managed action learning offers a way of realising action learning without the continuing presence of a set advisor in set meetings to facilitate the process. It enables participants to manage and facilitate their own set meetings. The article provides a rationale for self-managed action learning and reports on how it was tested in action in a relatively benign context and then tested again in more challenging circumstances. It concludes with consideration of potential pitfalls and its further use. 相似文献
14.
Chandana Sanyal 《Action Learning: Research and Practice》2019,16(2):159-165
This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be ‘in the moment’ as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets. 相似文献
15.
Linda Rappel 《International Journal of Lifelong Education》2017,36(5):541-550
This paper reviews the literature on workplace and transformational learning to explore how spirituality can be accessed to encourage individual growth through the development of critical awareness while providing a sense of direction in the workplace as part of organisational learning. In communities and societies where organisations may have replaced religious institutions as centres for adult learning, the workplace continues to respond to the universal need for community and support. These elements are related to spiritual values. Still, leaders of organisations need to consider values that underlie typical workplace activities and recognise how collective engagement and workplace interactions direct personal development and ground identity. Providing opportunities to reflect on meaning and direction at work supports a transformative approach to learning and leadership that promotes cooperative working conditions, conscious behaviour and informed citizenship through encouraging attitudes of critical awareness, praxis and collective engagement in workplace interaction. 相似文献
16.
Issues in action learning: a critical realist interpretation 总被引：1，自引：1，他引：0
John Burgoyne 《Action Learning: Research and Practice》2009,6(2):149-161
The purpose of this paper is to argue that the perspective of ‘critical realism’ has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be the subject of criticism? (3) What gets carried forward from action learning by way of learning? Critical realism is argued to be illuminative of these issues; this involves dealing with ontological questions – what is there out there to learn about – as well as epistemological ones – how can this be learned about. It also involves seeing the world as an open system with emergent properties rather than the predictable machine of the positivist approach and the ‘nothing but a sea of meaning’ of the extreme social constructionist approach. The conclusions are that: (1) Yes, it can, and should, focus on both. Individual and organisational foci (one form of the individual-collective question) for action learning are compatible and reconcilable, though often with difficulty. (2) Yes to critical approach of and from action learning, which is its true intent. Suggestions are made on how to do this in an ultimately constructive way. (3) There are several answers to this, the ability to learn, ‘mechanisms’ that can but may not necessarily work in future situations, depending on circumstance and ‘state of play’ information. 相似文献
17.
Systemic action and learning in public services 总被引：1，自引：1，他引：0
Clare Rigg 《Action Learning: Research and Practice》2011,8(1):15-26
Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts. 相似文献
18.
This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy and value. In this case, action learning was combined with other blended learning approaches over a two-year period resulting in both excellent academic performance and student satisfaction results. Student completion and progression rates were exceptional and returns to the programme sponsors and the employing organisations were high. Programme participants gained an academic qualification and through action learning also gained added value through their own personal development; became more capable as independent learners and experienced enhanced social capital within their professional community. 相似文献
19.
We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to the presence of a charismatic learner who was visibly biased against SMAL and questioned its utility from the outset. We suggest that the risk of similar breakdowns might be managed by developing a questionnaire to pre-assess participants' readiness for action learning and increasing the level or support during SMAL set meetings. While SMAL did not give rise to independent action learning sets after the courses, we were surprised and encouraged to find that learners instigated independent virtual learning networks, which flourished for up to a year after the courses. On the basis of this experiment we suggest that blended and fully virtual SMAL are worthy of further investigation in higher education and beyond. 相似文献
20.
Evaluation of an action learning programme for leadership development of SME leaders in the UK 总被引：1，自引：1，他引：0
Jean-Anne Stewart 《Action Learning: Research and Practice》2009,6(2):131-148
This paper presents the findings from an evaluation research project undertaken by Henley Management College in 2006. This project followed an earlier research study that focused on identifying the leadership development needs for leaders of small and medium sized-enterprises (SMEs) in the UK, developed a leadership development model and made recommendations for a leadership development programme. The principle challenges facing the SME organisations overwhelmingly concerned leading change in their organisation. Their personal challenges concerned implementing change initiatives, communicating these and motivating the people in their organisation. In consideration of the challenges identified, one of the key recommendations was to pilot an action learning programme and evaluate the effectiveness of action learning to develop leadership skills in SME leaders. Henley Management College then conducted a research project to evaluate the pilot programme. This pilot consisted of three learning sets, run in three geographical areas in the UK and facilitated using three very different styles. Following the pilot programme, there were several wider reviews by academics, advisors and representatives of relevant government boards. This has since resulted in a significant programme of action learning for SME leadership development being implemented. This paper provides an overview of the relevant literature and research methodology and then presents the evaluation results from the pilot programme. The dominant theme was that action learning does indeed deliver significant business benefits and provides a real opportunity for SME leaders to develop their leadership skills. 相似文献