Biographical learning: two decades of research and discussion

Hallqvist, Anders

doi:10.1080/00131911.2013.816265

Cited by 16 publications

(14 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, the research leveraged self-reflective biographical and BNBL narrative-based learning. This is described as a self-willed, written accomplishment on the part of active subjects, in which they reflexively organise their experience in such a way that they also generate personal coherence, identity and meaning towards construction of a socially viable life-world perspective for guiding their actions (Hallqvist, 2014). The research involved identifying supervisors from within the AFP and ABF who had experience in managing, guiding and mentoring teams within the law enforcement context who were then exposed them to a two-day PBL ethical leadership workshop (also referred to as “the learning experience”).…”

Section: Research Methods and Resultsmentioning

confidence: 99%

Ethical leadership within law enforcement agencies: pedagogical and cultural challenges

McComas

2019

JCRPP

View full text Add to dashboard Cite

Purpose Effective ethical leadership is crucial for law enforcement leaders. Ultimately the presence or absence of ethical leadership has significant implications for society. Yet Western law enforcement agencies (LEAs) invest little by way of time, effort or understanding into how law enforcement leaders interpret and develop a sense of ethical competence for leadership. This is a significantly under-researched area within law enforcement anywhere in the world. The purpose of this paper is to assess, measure and more fully understand how social constructivism, problem-based learning (PBL) and self-reflection assist front-line leaders to learn and internalise ethical reasoning for leadership within a law enforcement environment. Design/methodology/approach The research was designed to assess, measure and more fully understand how social constructivism, PBL and self-reflection assist front-line leaders to learn and internalise ethical reasoning for leadership within a law enforcement environment. Data were collected during a two-day ethical leadership workshop delivered to 13 leaders in supervisory positions from the Australian Border Force and the Australian Federal Police. The pedagogical approach was to blend PBL and self-reflection within a social constructivist centred learning experience and measure changes in the ethical efficacy of the research participants through qualitative and quantitative measures. Findings The research suggests that blending PBL and self-reflection within a social constructivist learning environment can contribute towards law enforcement leaders’ learning and internalising of ethical reasoning. This is demonstrated through the measurement of ethical efficacy both before and after the learning experience, with particular growth evident towards understanding ethical perspectives and concepts. Research limitations/implications Limitations include the fact that results cannot be generalised due to the size of the case study. This is compounded by the fact that much of the data are self-reported and responses offered by the participants are subjective. As a result, much of the data were subject to the attitudes and personal perceptions of the participants thus making the information subjective. Aside from demonstrating an impactful learning approach, this research has highlighted that amongst contemporary Australian LEAs there has been little effort or progress towards finding meaningful and effective pathways to encourage or grow ethical efficacy. Practical implications Given challenges faced by LEAs, both Australian and international, the critical need for investment in learning for ethical leadership is both clear and emergent. Law enforcement ethical leadership learning cannot be satisfied through online learning and other cost-efficient means alone. A face-to-face problem-based and reflective learning environment that combines trust, tools and tension in equal measure offers promise for enhanced ethical efficacy. Achieving this requires significant investment in face-to-face learning utilising high-level facilitation skills. Social implications There is a deep and disturbing malaise within Australian LEAs in relation to ethical leadership development, exacerbated by the dearth of investment directed towards learning for front-line ethical leadership. Australian LEAs sit at the crossroads in relation to their application of ethical leadership learning. Given the recent challenges, if these agencies fail to fully engage with this opportunity, the cost will be unfortunately borne by all citizens. Originality/value The implication is a clear need to understand and establish the most effective way for law enforcement officers to grasp the importance of ethics and in doing so, learn ethical leadership. Understanding how law enforcement leaders interpret and develop a sense of ethical competence for leadership is a significantly under-researched area within adult learning and there is little evidence of similar effort within law enforcement anywhere in the world. The overarching objective of this research therefore was to identify pathways that strengthen and enhance ethical leadership as an enabler towards achieving just and corruption-free law enforcement services for the communities.

show abstract

Section: Research Methods and Resultsmentioning

confidence: 99%

Ethical leadership within law enforcement agencies: pedagogical and cultural challenges

McComas

2019

JCRPP

View full text Add to dashboard Cite

show abstract

“…Narrative is powerful not because it offers accurate account of life events, but because it entails (re)construction of these events, with a point of view of the now, and with an eye for the future (Bamberg, 2012). In this process of reconstruction, individuals necessarily take up agentic positions, accessing, and assessing life events, and formulating meaning and identities, which may move them beyond normalised and stereotypical social locations (Hallqvist, 2014). More importantly, narrative research is not only about how individuals make sense of past events, but it is also revealing of the social, cultural and material contexts shaping individuals' experiences (Grbich, 2012).…”

Section: Research Methods and Respondentsmentioning

confidence: 99%

Knowledge ‘transfer’ as sociocultural and sociomaterial practice

Shan¹

2020

RELA

View full text Add to dashboard Cite

Research on migration and knowledge transfer predominantly focuses on expatriate and return migrants, who are acclaimed for transferring knowledge from the west to the rest of the world. Not only does the literature reinforce the west as the epistemic centre, but it conjures a realist image of knowledge as an objective thing. To interrupt these images, this paper examines the knowledge transfer experiences of 22 immigrant engineers in Canada. Theoretically, it posits knowledge transfer as an effect of immigrants' enrolment in sociocultural and sociomaterial practices within professions. Empirically, it pinpoints three ways in which immigrants help expand engineering practices, i.e., assembling knowledge, mobilizing the capacity of learning to learn, and negotiating being and becoming. The process of transfer, as accounted by research respondents, is enabled through access to epistemic and boundary objects, reception of peer professionals, and the rise of (niche) needs. The paper draws on a narrative case study.

show abstract

“…Alheit 54,55 Biographical learning leads to viewing one's life in a new way based on reflexive reorganizing of experiences, which can lead to new ways of "doing." Central to this is the notion that learning occurs in social space, as it is "impossible to create meaning in one's life history without including the social world" 54(p.502) .…”

Section: Biographical Learningmentioning

confidence: 99%

A Unified Theoretical Framework of Learning Theories to Inform and Guide Public Health Continuing Medical Education Research and Practice

Roux

Heinen

Murphy

et al. 2021

J Contin Educ Health Prof

View full text Add to dashboard Cite

Continuing medical education (CME) emerged at the start of the 20th century as a means of maintaining clinical competence among health care practitioners. However, evidence indicates that CME is often poorly developed and inappropriately used. Consequently, there has been increasing interest in the literature in evaluating wider contexts at play in CME development and delivery. In this article, the authors present a unified theoretical framework, grounded in learning theories, to explore the role of contextual factors in public health CME for health care practitioners. Discussion with pedagogical experts together with a narrative review of learning theories within medical and social science literature informed the framework's development. The need to consider sociocultural theories of learning within medical education restricted suitable theories to those that recognized contexts beyond the individual learner; adopted a systems approach to evaluate interactions between contexts and learner; and considered learning as more than mere acquisition of knowledge. Through a process of rigorous critical analysis, two theoretical models emerged as contextually appropriate: Biggs principle of constructive alignment and Bronfenbrenner bioecological model of human development. Biggs principle offers theoretical clarity surrounding interactive factors that encourage lifelong learning, whereas the Bronfenbrenner model expands on these factor's roles across multiple system levels. The authors explore how unification into a single framework complements each model while elaborating on its fundamental and practical applications. The unified theoretical framework presented in this article addresses the limitations of isolated frameworks and allows for the exploration of the applicability of wider learning theories in CME research.

show abstract

Biographical learning: two decades of research and discussion

Cited by 16 publications

References 45 publications

Ethical leadership within law enforcement agencies: pedagogical and cultural challenges

Ethical leadership within law enforcement agencies: pedagogical and cultural challenges

Knowledge ‘transfer’ as sociocultural and sociomaterial practice

A Unified Theoretical Framework of Learning Theories to Inform and Guide Public Health Continuing Medical Education Research and Practice

Contact Info

Product

Resources

About