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Robertson, Jane; Heckroodt, Steyn – Action Learning: Research and Practice, 2022
This account of practice discusses how we have implemented an emerging action learning framework in the form of guiding questions that are relevant to key stakeholders: the client organisation (sponsoring organisation), the management development company, the participants and the Learning Process Facilitator (LPF) to aid participants in their…
Descriptors: Active Learning, Transformative Learning, Management Development, Learning Processes
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Csillag, Sára; Hidegh, Anna L. – Action Learning: Research and Practice, 2021
Action Learning (AL) in higher education has been mainly used at the postgraduate level so far. In this article, we contribute to deepening the academic conversation about the adaptation of AL at the undergraduate level. Building upon our own personal experiences as teachers and insider researchers we analyse 53 learning diaries of undergraduate…
Descriptors: Undergraduate Students, Diaries, Student Attitudes, Problem Solving
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Marguet, Natalie; Wilson, Hannah – Action Learning: Research and Practice, 2021
Action learning is seen under many guises, being adapted into different contexts (Marsick and O'Neil [1999. "The Many Faces of Action Learning." "Management Learning" 30 (2): 159-176.]). This is especially true in higher education, due to the divergent requirements and challenges of multiple action learning programmes and…
Descriptors: Active Learning, Instructional Design, Business Schools, Foreign Countries
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Ogun, Adrian; Braggs, Reginald; Gold, Jeff – Action Learning: Research and Practice, 2020
The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university…
Descriptors: Foreign Countries, Active Learning, Terrorism, College Preparation
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Sanyal, Chandana – Action Learning: Research and Practice, 2019
This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based…
Descriptors: Metacognition, Leadership Training, Active Learning, Workplace Learning
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Hirose, Yayoi – Action Learning: Research and Practice, 2022
This study aims to address how practitioners successfully implement action learning in organizations with different cultural values. To effectively adopt action learning, Japanese learners need to learn questioning skills, as they have been brought up in an atmosphere that negates questioning. Using Kolb's learning model, this study aims to…
Descriptors: Active Learning, Asian Culture, Educational Environment, Foreign Countries
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Collins, Helen; Callaghan, David – Action Learning: Research and Practice, 2018
We explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master's programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the…
Descriptors: Student Adjustment, Acculturation, Foreign Students, Coping
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Glassner, Amnon; Eran-Zoran, Yael – Action Learning: Research and Practice, 2016
The study presents a new pedagogical idea and practice for educational practitioners. The practice was developed as a workshop of MA program in order to change and expand the meaning of education for the wellbeing of the community. The "place-based learning" workshop combined action learning (AL) with project-based learning (PBL). The…
Descriptors: Place Based Education, Active Learning, Student Projects, Masters Programs
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Stephens, Simon; Margey, Michael – Action Learning: Research and Practice, 2015
Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in…
Descriptors: Active Learning, Knowledge Level, Graduate Students, Foreign Countries
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Bourner, Tom – Action Learning: Research and Practice, 2011
This article provides an account of self-managed action learning (SMAL), where it came from and how it has been implemented in practice. Self-managed action learning offers a way of realising action learning without the continuing presence of a set advisor in set meetings to facilitate the process. It enables participants to manage and facilitate…
Descriptors: Experiential Learning, Values, Self Management, Active Learning
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Boak, George – Action Learning: Research and Practice, 2011
This paper is based on the experience of incorporating action learning within a Master's degree programme over a period of 14 years. The MA in Leading Innovation and Change was launched in 1995. It was first developed, and subsequently delivered, by a small group of staff working collaboratively across organisational boundaries. It is currently…
Descriptors: Experiential Learning, Masters Degrees, Innovation, Administrator Education
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Fain, Elizabeth – Action Learning: Research and Practice, 2011
Technology and millennials have created a shift in the world and how it operates. This impact has been experienced in the field of occupational therapy education. As a result of this paradigm shift, an analysis of effective teaching methodologies was carried out to assess the most effective way to engage the millennials in an analysis of…
Descriptors: Experiential Learning, Active Learning, Program Effectiveness, Occupational Therapy
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Shurville, Simon; Rospigliosi, Asher – Action Learning: Research and Practice, 2009
We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to…
Descriptors: Higher Education, Experiential Learning, Blended Learning, Active Learning
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Holmes, Mary – Action Learning: Research and Practice, 2008
This account of practice discusses the learning of a set that met for five years as part of undertaking a research degree. It focuses on questions relating to the role of the facilitator that emerge from the experience of an action learning set that was first helped by an external facilitator and that, after 18 months, became self-facilitating.…
Descriptors: Experiential Learning, Teaching Methods, Role Perception, Communities of Practice