The concept of action learning

Zuber‐Skerritt, Ortrun

doi:10.1108/09696470210428831

Cited by 98 publications

(43 citation statements)

References 14 publications

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“…Members could apply the experience gained to future similar situations [12]. As a result, this study is based on the role of lecturers, composition of team members, learning environment, and so on, which would be summarized as establishing learning-related program, simulating practical working environment and forming diverse team members [8,10,11].…”

Section: Action Learning (Al)mentioning

confidence: 99%

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Applying Action-Oriented Learning Approach on Campus Practicum

Yung¹,

Chang²,

Hsieh³

2017

J Tourism Hospit

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Section: Action Learning (Al)mentioning

confidence: 99%

“…During Action Learning process, members being open to share ideas and experience learning in the actual workplace [11]. Team members could use their own expertise to effectively help each other.…”

Section: Action Learning (Al)mentioning

confidence: 99%

Applying Action-Oriented Learning Approach on Campus Practicum

Yung¹,

Chang²,

Hsieh³

2017

J Tourism Hospit

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“…Action learning has been recognised as amongst the most effective means of delivering professional education and training and, according to some writers, action learning and professional education are inextricably linked in that action learning brings the workplace into the classroom by using participants own real life experiences (Zuber-Skerritt, 2002;Miller, 2003 andHicks, 1996). Smith (2001:36) writes of the difficulties in learning from experience.…”

Section: Action Learningmentioning

confidence: 99%

Developing Transferable Management Skills through Action Learning

Yeadon-Lee

Hall²

2013

Industry and Higher Education

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There has been increasing criticism of the relevance of the Master of Business Administration (MBA) degree in developing skills and competencies. Action learning, devised to address problem solving in the workplace, offers a potential response to such criticism. This paper provides an insight into one university's attempt to integrate action learning into the curriculum. Sixty-five part-time students were questioned at two points in their final year about their action learning experience and the enhancement of relevant managerial skills and competencies. The results showed a mixed picture. Strong confirmation of the importance of selected skills and competencies contrasted with weaker agreement about the extent to which these were developed by action learning. There was, nonetheless, a firm belief in the positive impact on the learning process. The authors conclude that action learning is not a panacea but has an important role in a repertoire of educational approaches to develop relevant skills and competencies.

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“…successful, the change process needed to be collaborative with mutual respect for all perspectives [35]. Eliciting open feedback from part-time, sessional and permanent academic staff-including criticism-enabled us to identify the mistakes in our teaching approach and our change management strategy.…”

Section: The Framework For Changementioning

confidence: 99%

Leading the way: Changing the focus from teaching to learning in large subjects with limited budgets

Fildes

Kuit

O'Brien

et al. 2015

Biochem Molecular Bio Educ

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To lead positive change in the teaching practice of teams that service large numbers of diverse students from multiple degree programs provides many challenges. The primary aim of this study was to provide a clear framework on which to plan the process of change that can be utilized by academic departments sector wide. Barriers to change were reduced by adapting and utilizing Kotter's principals of change specifically by creating a sense of urgency and defining a clear goal designed to address the problem. Changing attitudes involved training staff in new teaching and learning approaches and strategies, and creating a collaborative, supportive team-based teaching environment within which the planned changes could be implemented and evaluated. As a result senior academics are now directly involved in delivering sections of the face-to-face teaching in the new environment. Through promoting positive change we enabled deeper student engagement with the theoretical concepts delivered in lectures as evidenced by favorable student evaluations, feedback, and improved final exam results. A collaborative team-based approach that recognizes the importance of distributed leadership combined with a clearly articulated change management process were central to enabling academics to design, try, and evaluate the new teaching and learning practices. Our study demonstrates that a concerted focus on "change management" enabled teaching team members to adopt a major shift in the teaching and learning approach that resulted in measurable improvements in student learning.

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The concept of action learning

Cited by 98 publications

References 14 publications

Applying Action-Oriented Learning Approach on Campus Practicum

Applying Action-Oriented Learning Approach on Campus Practicum

Developing Transferable Management Skills through Action Learning

Leading the way: Changing the focus from teaching to learning in large subjects with limited budgets

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