Implementing blended self-managed action learning for digital entrepreneurs in higher education

Shurville, Simon; Rospigliosi, Asher

doi:10.1080/14767330902731335

Cited by 14 publications

(8 citation statements)

References 24 publications

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“…Traditionally, in the action learning literature, the learning process takes place within an action learning set and is assisted by an action learning facilitator. Drawing from virtual action learning (Shurville and Rospigliosi, 2009) and action e-learning (Waddill, 2006), advanced use of Big Data enabled the teams to promote their self-management procedures, decreasing the role of the facilitator during the process. By transforming knowledge management systems into learning systems this paper demonstrated, how, the Big Data screening tool gave the action learning set members on-time data on their patients and patient groups and this helped their knowledge creation, sharing and integration.…”

Section: Discussion: Learning To Produce Value For Allmentioning

confidence: 99%

Value-based healthcare measurement as a context for organizational learning

Nordin

Kork

Koskela

2017

LHS

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Purpose The purpose of this paper is to shed light on the potential of organizational learning for developing effectiveness of care. Value-based healthcare measurement recognizes patient value as a driver for improving health outcomes at the societal and individual levels. By using the action learning method, this paper examines the phases of organizational learning in a private healthcare organization that has developed a novel Big Data screening tool for the treatment of patients with type 2 diabetes mellitus (DM2). Design/methodology/approach Relying on triple-loop learning as a conceptual framework and by applying the action learning method to case study design, this paper illustrates the phases of organizational learning and efforts to utilize value-based measurement in healthcare. Findings The case organization was able to identify patients at risk and to improve their care balance. Although the results for the measurement of patient outcomes led to questioning of previous care processes and practices in the organization, increasing value for all stakeholders by incorporating social needs to business opportunities remains under process. Originality/value With the focus on organizational learning and organizational value creation processes, this paper demonstrates incorporation of measuring patient outcomes in re-structuring care processes, enhancing organizational performance and improving effectiveness as well as quality of care.

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Section: Discussion: Learning To Produce Value For Allmentioning

confidence: 99%

Value-based healthcare measurement as a context for organizational learning

Nordin

Kork

Koskela

2017

LHS

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“…Through reflection of experiences action learning supports students in developing and facilitating collaborative leadership skills that will bring rapid change to the practice environment (Pennington et al 2013). Students are motivated to take ownership of the learning process, which enhances the transfer of learning to practice (Shurville and Rospigliosi 2009). In the group, action learning encourages working collaboratively and reflecting critically about challenges identified in practice.…”

Section: Action Learningmentioning

confidence: 99%

Creative strategies to support student learning through reflection

Rensburg

Botma

Heyns

et al. 2018

SAJHE

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Reflective practice has become a key attribute of promoting quality teaching and learning. Learning is an active process and include reflective writing, visualising and verbalising to promote critical thinking. In our experience most often than not superficial reflective writing is used. We explored the design of opportunities for students to engage in critical reflection. Theoretical data were obtained through in-depth exploration of the literature to allow contextualisation while arguing a case. A qualitative approach was used. Judgements were not made about the measured quality of reported findings, but on the relevance of reflective strategies to support students, enhance critical reflection and transform practice. Combined with narration and dialogue, reflection can bridge the gap between theoretical ideals and realities of the practice context. Four reflective activities have been identified that could be used to engage students in critical reflection.

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“…(Treanor et al, 2020;Wong, 2017), and changes in their entrepreneurial mindset (e.g. intentions) (Bosman and Fernhaber, 2018;Shurville and Rospigliosi, 2009). Other studies measured students' satisfaction and engagement.…”

Section: Which Are the Results Of Blended Entrepreneurship Teaching?mentioning

confidence: 99%

Blended learning in entrepreneurship education: a systematic literature review

Viebig

2022

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PurposeCurrent research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.Design/methodology/approachThe author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.FindingsThe findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.Originality/valueThe paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.

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Implementing blended self-managed action learning for digital entrepreneurs in higher education

Cited by 14 publications

References 24 publications

Value-based healthcare measurement as a context for organizational learning

Value-based healthcare measurement as a context for organizational learning

Creative strategies to support student learning through reflection

Blended learning in entrepreneurship education: a systematic literature review

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