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1 – 5 of 5Ortrun Zuber-Skerritt and Ina Louw
The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success…
Abstract
Purpose
The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits.
Design/methodology/approach
The paper presents the background, outline of the LDP and evaluation of results through participant feedback: at the end of the program; and after two years, using a “participatory action learning and action research” (PALAR) approach.
Findings
All participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students’ learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. The authors discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education.
Research limitations/implications
Medium- and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities.
Practical implications
The authors identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect.
Social implications
The paper aims to assist higher education institutions to ensure sustainability in their LDPs.
Originality/value
The process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.
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Keywords
Ina Louw and Ortrun Zuber‐Skerritt
The aim of this paper is to identify the principles and characteristics of a learning conference which uses action learning and action research (ALAR) processes to create: optimal…
Abstract
Purpose
The aim of this paper is to identify the principles and characteristics of a learning conference which uses action learning and action research (ALAR) processes to create: optimal learning for all participants through a collaborative, inclusive conference culture; further knowledge creation in publishing conference papers post‐conference through a supportive research culture.
Design/methodology/approach
The 2010 World Congress of the Action Learning and Action Research Association (ALARA) is showcased to exemplify a learning conference, using the PIP (preamble–interview–postscript) framework to demonstrate the utility of this new genre for research and writing conference papers and action research models as frameworks to support publishing articles.
Findings
Discussion offers ways to enhance opportunities for conference learning through creative purposeful activities that promote collaboration, critical thinking and reflection, and models of action research cycles to progress research from conference presentation to journal article.
Originality/value
The paper makes the crucial link between conference procedure and publication of learning from conference to extend knowledge creation. The PIP model used here presents ways for novice researchers to network with experienced researchers through interview, for professional development, career advancement and publication.
Details