Action learning in academic management education: A state of the field review

Brook, Cheryl; Pedler, Mike

doi:10.1016/j.ijme.2020.100415

Cited by 28 publications

(23 citation statements)

References 45 publications

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“…According to Brook and Pedler (2020) action learning 'can be practiced by only those who understand and embrace its values as consistent with their own. It cannot easily be created by those who do not know, share or understand these values.'…”

Section: Discussionmentioning

confidence: 99%

Action learning for neighbourhood improvement – from practice to theory

Rospigliosi

Bourner

2021

Action Learning: Research and Practice

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What do people need to learn to engage actively in social action for neighbourhood improvement or development? How important is emergent learning relative to planned learning in this context? Where does first-person knowledge fit into the body of knowledge required for success in bringing about change for the better in neighbourhoods through community-based projects? These are some of the questions raised by the development of a programme of knowledge and skills for active participation in community-based neighbourhood renewal projects. The programme was christened 'Action Learning Together' but was quickly abbreviated to the ALTogether programme. It was a programme that blended action learning with self-managed learning, that capitalised on the different knowledge and skills of different participants and that recognised that the knowledge and skills needed for each project were likely to be significantly different from that needed to tackle the projects of other participants on the programme. This paper focuses on the philosophy or theory underpinning the programme and issues raised in a number of areas including the relative weight attached to emergent and planned learning, the blending of action learning with self-managed learning and the applicability of self-managed action learning for social change in contexts like this.

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Section: Discussionmentioning

confidence: 99%

Action learning for neighbourhood improvement – from practice to theory

Rospigliosi

Bourner

2021

Action Learning: Research and Practice

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“…∈ , (10) The disparities between the left image and the right image are derived from Eq. ( 9) and Eq.…”

Section: Thementioning

confidence: 99%

“…However, the ability of deep learning that is specific and generalized turns out to have a weakness if the targets are overlapping and/or partially visible and is related to decision making. For that, deep learning generally needs to collaborate with other systems, as for supervised or unsupervised learning [10]- [12].…”

Section: Introductionmentioning

confidence: 99%

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Self-Correction for Eye-In-Hand Robotic Grasping Using Action Learning

et al. 2021

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“…According to Brook and Pedler (2020), teaching management should be not only about practice but also for practice. Practical-oriented learning may also be named action learning.…”

Section: Management Educationmentioning

confidence: 99%

Management Education in the Disruptive Times of Covid-19 Pandemic: The Case of Participative Approach in Distance Learning

Čičmancová¹,

Šotek²

2021

International Scientific Conference EMAN – Economics and Management: How to Cope With Disrupted Times

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This paper is focused on various possibilities of effective management education at universities during the world pandemic of Covid-19. In more detail, there is examined one specific case of distance learning at the Faculty of Management Science and Informatics, University of Žilina, Slovakia. This paper highlights the importance of active interaction between educators and students, and building relationships among students by teamwork. The substantial outcome of this research paper is endorsing the importance of participative attitude at the seminars of Management. One of the key factors in students’ motivation is the attitude of teachers, who, in this process, act as colleagues. Thus, the lecturers form a direct part of the educational process, rather than just the controlling part. In this re-search, the students’ satisfaction with the way of teaching this subject was measured. It was proven that the participative attitude of teachers is linked to increased motivation of students. Some of them would even welcome this type of leading and learning in other lectures, too. This approach was confirmed as effective mostly during distance learning since students might feel more stressed and overwhelmed and their motivation tends to decrease. It is crucial to include such elements into the education process which strengthen the students’ motivation. Teaching based on practical examples from a business environment in which the students work with real data and information may be the right way.

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Action learning in academic management education: A state of the field review

Cited by 28 publications

References 45 publications

Action learning for neighbourhood improvement – from practice to theory

Action learning for neighbourhood improvement – from practice to theory

Self-Correction for Eye-In-Hand Robotic Grasping Using Action Learning

Management Education in the Disruptive Times of Covid-19 Pandemic: The Case of Participative Approach in Distance Learning

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