The thinking behind the action (learning)

Abstract

Purpose The purpose of this paper is to report on an action learning (AL) approach to curriculum design and delivery of a two-year part-time executive masters program, facilitated in part through a longitudinal work-based action research project. Program participants were a mix of mid- to senior managers operating in both the public and private sector and business owners, and all were in full-time employment. Design/methodology/approach This paper presents findings relating to participant and tutor perspectives of the program design, structure, and content. It also chronicles an AL tutor initiative run in conjunction with the inaugural program delivery, established to provide a collegial approach to learner facilitation, and to enable a research informed model of practice. Findings Findings suggest that the program allowed for greater action-reflection among and across all contributors (students, tutors, and program managers), and facilitated cross-pollination of AL perspectives, thus strengthening the interaction between practitioner and academic, and among academics themselves. Furthermore, the early involvement of tutors informed the work-based research project and larger AL program, and facilitated a matching of research interests between practitioner and tutor. Originality/value These findings suggest that an action-based model of knowledge transfer and development offers significant learning benefits to those partaking in an executive development program, resulting in the following insights: executive needs better served using a learner-centric approach; problem-oriented work-based assessment affords theory–practice balance; there is evidence of action-reflection “contagion” among all contributors; and the presented AL cycle has potential value in the conceptualization of reflective action.

Formation of professionalism: A courtship between academic staff and prospective clinical associates

“…We learn from one another in a reciprocal fashion. This reflection ties in with what has been alluded to here -enacting the attribute of reflection 16,18,21 as part of our professionalism.…”

“…The absence is apparent in relevant discourse platforms such as conferences and scholarly publications. Action learning 21,22 is employed by the students whilst we conduct action research. Action learning promotes attributes such as confidence, resilience, conflict resolution, team work, self-empowerment, leadership skills, self-efficacy, critical thinking and problem solving.…”

“…Whilst we conduct action research, action learning 21 is employed by the students. Action learning, as with action research, promotes attributes such as 'confidence, resilience, conflict resolution, teamwork, empowerment, leadership http://www.td-sa.net Open Access skills, self-efficacy, critical thinking and problem solving'all in alignment with our discourse, which Masango-Muzindutsi et al 22 advocate.…”

Collegial Collective Relationship of BPK Auditors and Follow-up of Audit Results

“…Research in business also shows that collegial relationships between managers from different company backgrounds and different levels of management result in better decisions (Kelliher & Byrne, 2018).…”

Enhancing the Management Performance of Departmental Heads in Primary and Secondary Schools: PAR as a Practice-Enhancing Process

“…Action learning (AL) is an established tool in management education for enhancing managerial competence (Kelliher & Byrne, 2018), and was originated by Reg Revans (as noted in Kemmis et al, 2014). It is an intervention that fosters collaborative professional and peer learning, as well as problem sharing (Boonyuen et al, 2016).…”