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1 – 10 of over 4000John Lawson, Liz Beaty, Tom Bourner and Suzanne O’ Hara
The last in a series of four articles that seeks to answer questions about the domains of applicability of action learning. Aims to reach some conclusions about where and when…
Abstract
The last in a series of four articles that seeks to answer questions about the domains of applicability of action learning. Aims to reach some conclusions about where and when action learning is most appropriate. The authors reflect on their own experience as action learning participants and set advisers to identify the conditions which best support action learning. Offers suggestions for those people who may be considering setting up action learning sets within their own organization. Concludes that action learning works best when the prevailing organizational culture is congruent with that of the action learning sets.
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Offers a fresh perspective on action learning by looking at how action learning is experienced by the action learning participants themselves. Does this by asking the members of…
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Offers a fresh perspective on action learning by looking at how action learning is experienced by the action learning participants themselves. Does this by asking the members of five action learning sets on their reflections on the feelings and outcomes of being an action learning set member.
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Liz Beaty John Lawson Tom Bourner and Suzanne O’Hara
The third in a series of four articles that seeks to answer questions about the applicability of action learning. Aims to look at what can be learned using action learning; and…
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The third in a series of four articles that seeks to answer questions about the applicability of action learning. Aims to look at what can be learned using action learning; and seeks to identify what can be best learned by action learning and what is best learned by other methods. Concludes that action learning is most likely to produce learning that is personal, situational and emergent. It is less likely to be learning that can be closely specified in advance or is skill based. Action learning is most valuable for higher level professional development (i.e. developing excellence) and less useful for the development of foundation skills (i.e. developing competence) where instruction and training remain more important.
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Suzanne O’Hara, Liz Beaty, John Lawson and Tom Bourner
Examines recent changes in further education colleges and colleges’ greater responsiveness to the needs of employers and students. Explores the development of a model of…
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Examines recent changes in further education colleges and colleges’ greater responsiveness to the needs of employers and students. Explores the development of a model of responsiveness, the main ways in which responsiveness is changing and future directions for colleges. Concludes that colleges’ responsiveness to employer needs will continue to be influenced by financial and commercial decisions, and the needs of wider communities.
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This paper outlines the action learning approach in adult education. To begin, it cites some definitions of action learning and describes the characteristics of this andragogical…
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This paper outlines the action learning approach in adult education. To begin, it cites some definitions of action learning and describes the characteristics of this andragogical model through contrasting the common barriers and the benefits. The concept of questioning insight is dealt with in the learning equation. The social aspects of learning from each other in a set environment have been emphasized. With the advent of new technology, the future of action learning is highly promising to the learners, their employers, the education providers and the society. Some useful Web sites are included for those who want to approach learning more about the action learning approach.
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Action learning is a term that is used with a wide range of meanings: from an equivalent term for experiential learning to a philosophy of learning. This chapter takes the latter…
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Action learning is a term that is used with a wide range of meanings: from an equivalent term for experiential learning to a philosophy of learning. This chapter takes the latter position and focuses on action learning as a scholarly activity. The chapter has two main sections. In the first part the breadth and depth of action learning is introduced: its variations and applications are discussed. The second part explores how action learning is at the cutting edge of engaging practitioners in real change and at the development of scholar–practitioners and actionable knowledge of how organizations change, how it offers a modality of an action-oriented approach to inquiry that accords with contemporary paradigms of useful and relevant research, its contribution to organization and management theory comes through how critical action learning engages with issues of power and social relations and through its critique of management education.
David Coghlan and Paul Coughlan
Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a…
Abstract
Reflecting on 25 years of collaborating in action learning research initiatives in interorganizational settings, the authors have framed three key theoretical contributions: (1) a formula for action learning in networks, (2) the notion of action learning research, and (3) the application of action learning research in networks. This chapter reviews how each of these three key theoretical contributions emerged as insights and were developed over time through three large-scale funded interorganizational action learning projects. The chapter provides insights into the process of theorizing as the authors show how these frameworks emerged through inquiry into experience and were consolidated through collaborative action as practice-based research, research as practice, and practice as research toward designed-in impact.
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Paul Coughlan, David Coghlan, Denise O’Leary, Clare Rigg and Doireann Barrett
The chapter describes and reflects upon an EU-funded research initiative, TRADEIT, which has attempted to develop a learning network among European traditional food producers as…
Abstract
Purpose
The chapter describes and reflects upon an EU-funded research initiative, TRADEIT, which has attempted to develop a learning network among European traditional food producers as one way of contributing to the economic sustainability of the ventures, the social sustainability of the food’s regional character and the environmental sustainability of food production through the use of traditional methods.
Methodology/approach
The chapter describes TRADEIT before moving on to an exploration of learning in organizations and networks. It outlines the action learning research methodology developed and implemented to explore the development of a learning network in TRADEIT. A single case history is presented to illustrate the engagement of a small food producer in the network.
Findings
The discussion reflects on the application of action learning in supporting sustainability evident in TRADEIT.
Originality/value
The chapter focuses on the application of action learning in the development of a learning network among traditional food producers across Europe.
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