Turning to case studies as a mechanism for learning in action learning

O’Leary, Denise; Coughlan, Paul; Rigg, Clare; Coghlan, David

doi:10.1080/14767333.2016.1245652

Cited by 8 publications

(2 citation statements)

References 24 publications

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“…Boundary object in multi-disciplinary teaching example, have been used as narratives and boundary objects in the learning context(O'Leary et al 2016).…”

mentioning

confidence: 99%

ERP based business learning environment as a boundary infrastructure in business learning

Nisula

Pekkola

2019

Educ Inf Technol

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Business education has been criticized for being theoretical and distant from the dynamisms of the business life. To answer to this criticism, different types of experiential learning environments, such as manual role-plays, computer simulations, and enterprise resource planning (ERP) systems, have been used. In this paper, we study how a holistic learning environment, combining a practice enterprise model, an ERP system and a simulation, improves learning results and why. We present a full-year long case study to compare the learning outcomes of the holistic learning environment with a manuallyoriented practice enterprise model. Our findings indicate improvements on different domains of Bloom's taxonomy. We suggest that the improvements are due to the holistic learning environment acting as a boundary infrastructure where the practice enterprise model, the simulation and the ERP system are all different kinds of boundary objects. This boundary infrastructure functions as a point of interaction and communication, and enables the students and teachers to cross social, cultural and conceptual boundaries between different communities of practice, and importantly, between theory and practice.

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“…Boundary object in multi-disciplinary teaching example, have been used as narratives and boundary objects in the learning context(O'Leary et al 2016).…”

mentioning

confidence: 99%

ERP based business learning environment as a boundary infrastructure in business learning

Nisula

Pekkola

2019

Educ Inf Technol

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“…Having identified six core competencies, I will now detail how an Actionreflection style learning course could support novice and seasoned ethnographers in learning and developing these skills (Bolton 2010;Hilsman 2018;Loughran 2002;McBrien 2007;O'Leary et al 2017;Reynolds 2011;Schön 1983). 11 In the Action-reflection model, qualitative investigators share their personal life experiences as related to the research site and carefully unpack salient moments from their fieldwork with the group.…”

Section: Teaching and Developing Competenciesmentioning

confidence: 99%

Vulnerable Research: Competencies for Trauma and Justice-Informed Ethnography

Winfield

2021

Journal of Contemporary Ethnography

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Ethnographers often work with individuals who are physically, psychologically, spiritually, and/or structurally vulnerable. The article introduces six competencies for ethnographers to be trained in and assessed on to ensure their research is trauma and justice-informed. The author builds from her own research experiences, current methodological approaches to qualitative inquiry, and an integration of sociology and psychology to detail these competencies and provide tools for training and assessment. The competencies include the following: (a) self-awareness; (b) participant-centered approach; (c) recognition of social location; (d) attention to trauma; (e) knowledge of professional limits; and (f) effective boundaries and self-care. The six competencies and Action-reflection course outlined in the article are designed to support researchers in attending to how their personal histories, embodied states, and power dynamics shape the research endeavor, as well as, learn skills for healthy boundary-keeping, risk assessment, and steps to minimize participant (re)traumatization. Although these competencies are essential for work with disempowered populations, they are beneficial for all qualitative researchers to ensure both personal and participant safety.

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Responding to the UN sustainability goals in transdisciplinary partnership through network action learning

Dreyer-Gibney,

Coughlan,

Coghlan

et al. 2024

Environ Dev Sustain

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The global water crisis, an enormous concern according to the World Economic Forum, poses a significant challenge to long-term sustainability, exacerbated by the high energy demand associated with water supply and treatment. As the renewable energy sector grows, the need for green technologies to support the water-energy nexus becomes evident. However, mere technological advancements are insufficient to address complex water-related challenges. This paper presents a transdisciplinary collaborative effort involving engineers, geographers, management researchers, and environmentalists working with practitioners in a cross-border network. The study explores through action learning research how, in a transdisciplinary partnership, network action learning influences the exploration and implementation of novel green technology and the development of innovation capabilities. The research is structured around three themes: green technology platforms, policy support and guidance, and dissemination and collaboration. It identifies the factors impacting technology exploration and application and how concurrently green innovation capabilities are developed. The study emphasizes the significance of transdisciplinary collaboration and offers valuable insights into addressing UN Sustainability Goals related to clean water, sustainable industry, and partnerships. It contributes to innovation capability theory and provides practical guidance to researchers, practitioners, and policymakers, emphasizing the need for holistic approaches to address the water-energy crisis and achieve sustainable development.

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Turning to case studies as a mechanism for learning in action learning

Cited by 8 publications

References 24 publications

ERP based business learning environment as a boundary infrastructure in business learning

ERP based business learning environment as a boundary infrastructure in business learning

Vulnerable Research: Competencies for Trauma and Justice-Informed Ethnography

Responding to the UN sustainability goals in transdisciplinary partnership through network action learning

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