Action learning comes of age ‐ part 4: where and when?

Lawson, John A.; Beaty, Liz; Bourner, Tom; Hara, Suzanne O’

doi:10.1108/00400919710175196

Cited by 13 publications

(8 citation statements)

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“…This is where I occasionally encounter some resistance. (Lawson et al (1997) report similar experiences in courses adopting an action learning approach, although resistance might be expected whenever we deviate from a conventional student-teacher model.) The stance or role I should adopt in the course is often debated among participants, providing an additional opportunity to critique a conventional model.…”

Section: The Pedagogical Relationshipmentioning

confidence: 91%

“…These relationships are brought into sharp focus when work is submitted for assessment (see also Lawson et al (1997); Leach et al (2001)). One means for promoting collaboration, while calling into question a conventional student-teacher model, is peer assessment of the first piece of assessable work, where each participant receives written feedback and a grade from another participant and from me.…”

Section: The Pedagogical Relationshipmentioning

confidence: 99%

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Improving teaching: Enhancing ways of being university teachers

Dall’Alba

2005

Higher Education Research & Development

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My aim in this paper is to theorise my teaching in a course for experienced university teachers, in a context of increased attention to such courses. My focus in the course is transforming and enhancing ways of being university teachers, through integrating knowing, acting and being. In other words, epistemology is not seen as an end in itself, but is in the service of ontology. In the paper, I explore and illustrate how this focus on ontology is enacted in the course.Teaching is more difficult than learning because what teaching calls for is this: to let learn. (Heidegger, 1968, p. 15)

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Section: The Pedagogical Relationshipmentioning

confidence: 91%

Section: The Pedagogical Relationshipmentioning

confidence: 99%

Improving teaching: Enhancing ways of being university teachers

Dall’Alba

2005

Higher Education Research & Development

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“…114‐15), to the extent that by the end of the 1980 s action learning was in the top ten of 90 different identified methods and approaches for management learning (AMED, 1991). Yet, despite such long‐standing interest, in the past, many universities have not adopted action learning (Lawson et al , 1997). During the last ten years there has, however, been a growing interest in academia in action learning (Frank, 1996; Mumford, 1994; Smith and O'Neil, 2003a), and a number of universities have sought to incorporate action learning with programs.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

A case study of action learning in an MBA program

Johnson

Spicer

2006

Education + Training

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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.

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“…With its focus action-oriented learning, ESD can play an important part in collective action toward identifying practices that, to some degree, can increase climate change awareness and mitigation at the educational level, as action-oriented learning “flourishes when the culture demands action alongside learning” (Lawson et al , 1997, p. 226). More recently, Leonard (2015) argues that the purpose of action-oriented learning should be to achieve effective and creative solutions to complex, critical and urgent problems.…”

Section: Rethinking Education: Integrating Action-oriented Learning and Esdmentioning

confidence: 99%

ESD for managers in the Danish lower secondary educational curriculum

Paaske

Segura-Bonilla

Hernandez-Milian

2021

JWAM

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PurposeThe purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.Design/methodology/approachThis conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.FindingsWith the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.Originality/valueThis conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.

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Action learning comes of age ‐ part 4: where and when?

Cited by 13 publications

References 0 publications

Improving teaching: Enhancing ways of being university teachers

Improving teaching: Enhancing ways of being university teachers

A case study of action learning in an MBA program

ESD for managers in the Danish lower secondary educational curriculum

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