A case study of action learning in an MBA program

Abstract

Purpose – Action learning has long been a recognized mechanism for ensuring deep and effective learning. The purpose of this paper is to describe an MBA program where the approach to study is informed and driven by action learning. Design methodology/approach – The nature, ethos, and theoretical foundations of this degree are described. Action learning principles are outlined, the design of the course is described and its contribution to participants and their organizations considered. Findings – The effectiveness of an action learning approach in management education is demonstrated through consideration of the program, the nature of the learning experience it entails, students' experiences and their uptake of learning, examples of which are discussed in the paper. Research limitations/implications – The paper shows how a program can be formulated with action learning at its core and some of the implications of doing so. It also discusses the impact that action learning has on the effectiveness of participants in the workplace. Originality/value – Take‐up of an action learning approach in formal management education has been slow, the paper offers a unique example of how this can be integral to a course and lead individuals to develop new managerial mindsets.

Learning to make sense: what works in entrepreneurial education?

“…This focus of practice based learning lies with what Reynolds (1997) and Higgins (2010) suggest as the process of dialectical relations that can alter misunderstood interpretations found in conventional wisdom or power relations. According to Johnson and Spicer (2006), based upon their empirical study of action learning in engineering programs, they suggest, "workplace-centred learning produces learning managers as opposed to learned managers". Learning in this case develops both a heightened level of consciousness and criticality, allowing the learner to influence organisational dynamics and awareness (Rigg & Trehan, 2004).…”

Book reviews

“…The fact that the ratio of practitioners to academics among contributors is two to one indicates that a major target audience of these books is practitioners, though academics may still garner useful resources and information from the books. Current practice-based approaches to action learning focus only on face validity for action learning theory (Johnson and Spicer 2006) and these books are not an exception. In order for action learning to be part of 'researchable' management development and human resource practices, we should get more insights from empirical research on action learning practices.…”

Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience

“…They would then rotate so each member of the triad had an opportunity to be a coachee. This approach resembles what occurs in action learning sets-although the number of participants are usually greater and the dialogue more reciprocal (Johnson & Spicer, 2006).…”