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The aim of this paper is to describe a study of online, asynchronous dialogues between tutors and nine work‐based postgraduate learners on learning through work (LtW) programmes.

Adopting a constructivist perspective and using a qualitative approach, 670 messages were segmented into semantic units and categorised by activity and content. Analysis borrowed from content and discourse approaches and categories were grounded in the data.

Online exchanges were found to mirror those of effective face‐to‐face learning encounters. Learners asked questions, reported on their progress and plans, sought and gave feedback, and disclosed personal information and feelings. Tutors gave direct answers, advised and made suggestions, explained and elaborated, offered signposting and referral and provided feedback. Dialogue content was categorised as administrative/organisational, technical, affective, social, academic or relating to programme design.

Learners embarking on undergraduate level study may raise different issues from those working at postgraduate level.

The individual categories and the framework as a whole may help new online tutors to anticipate and prepare for their role.

The study is unusual in focusing on one‐to‐one online dialogues between university tutors and work‐based learners. The unique contribution is a hierarchical analytical framework of dialogue topics in which “hard” and “soft” topics underpin academic dialogue.

The purpose of this article is to contribute to the research methodology literature that arose out of the (new) sociology of childhood and the UN Convention of the Rights of the Child (1989) with regard to conducting ethical research with children rather than on children. In particular, this article reflects on the development of a method (learning dialogues).

Learning dialogues were designed to enable children to share their responses to prompts about specific aspects of their lifeworlds. This was one method used to produce the data corpus which also included a large-scale survey, classroom ethnographies and (video) re-enactments of children's lives after school.

The piloting of the learning dialogues took place in several iterations and a particular form was used for the main study. The original idea and development of the learning dialogues highlights they were both a rich source of data that complemented the other data sources in the study and an activity that children indicated that they enjoyed. The authors discuss the practicalities involved with adapting a qualitative method to different settings and to projects with large numbers of children.

The conceptualisation of the learning dialogues as sources of personal documentation about aspects of children's lifeworlds was unique to this research. In thinking about the learning dialogues as one source of data within a broader project, the research aimed to be more inclusive of all participants in contributing to the findings produced in the project.

The experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning.

This paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework.

Dialogue is important for unravelling the experience and creating learning. Dialogic approach as a tool for experience-based learning is developed by combining reflective, appreciative and generative dialogues in a theoretically consistent sequence.

The proposed framework is operationalised as a three-phase process for delivering the dialogic approach and can be used by educators.

The framework of dialogic approach is unique as it combines different types of dialogues. The framework is independent of context and can be applied globally for management education and development, which is a novel contribution.

My aims in this chapter are to discuss alternative ways of doing education and research, and thereby highlight key contributions from Paulo Freire, Orlando Fals-Borda and Dorothy Lee, to active learning, participatory action-research and intercultural dialogue. These scholars were heirs of the university reform movements of the twentieth century, and their vital legacy is alive as shown in this book. The enclosed ideas and illustrations of transformative research and education draw from my academic experience in various corners of the world and points in time.

As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables people to initiate and sustain dialogues among their diverse colleagues and members of the globalized community. In this chapter, Barger examines the role of dialogue education in attaining intercultural competency in graduate courses. According to Vella, dialogue education values inquiry, integrity, and commitment to equity. People should treat others with respect and recognize their knowledge and experience within the community of learning. Dialogue education provides a safe and inclusive place for learners to voice their perspectives and opinions. This chapter utilizes a professor’s reflections with respect to teaching a graduate Intercultural Communication (IC) course in a private liberal-arts college. In the narrative, she discusses teaching and learning strategies to help adult learners understand the importance of intercultural competence and interactions in a multicultural and multilingual world. Barger also examines the integrative reflections of graduate students that took the IC course.

The purpose of this study is to describe the construction of leadership through authentic dialogues at work and leaders’ actions as contributors to dialogic leadership.

The authors collected the data by recording the organisation’s meetings and discussions and used content analysis of dialogic leadership and typifying of critical moments as analytical methods.

On the basis of the findings, this paper suggests that dialogic leadership begins with a startup critical moment and progresses through the different positions by manager and employees through democratic interaction. Individual and collective level learning of participants and the formation of new knowledge were used in decision- or conclusion-making. The manager promoted the construction of dialogic leadership in conversation by creating important critical moments, which enabled a dialogue to start or contributed to already ongoing dialogue.

The study proposes concrete actions that can be applied in working life. This study provides a new understanding of the leader’s activities in promoting dialogue.

Middle managers in health care today are expected to continuously and efficiently decide and act in administration, finance, care quality, and work environment, and strategic communication has become paramount. Since dialogical communication is considered to promote a healthy work environment, the purpose of this paper is to investigate the ways in which health care managers experienced observing subordinates’ dialogue training.

A qualitative study using semi-structured interviews and documents from eight middle managers in a dialogue programme intervention conducted by dialogue trainers. Focus was on fostering and assisting workplace dialogue. Conventional qualitative content analysis was used.

Managers’ experiences were both enriching and demanding, and consisted of becoming aware of communication, meaning perceiving interaction between subordinates as well as own silent interaction with subordinates and trainer; Discovering communicative actions for leadership, by gaining self-knowledge and recognizing relational leadership models from trainers – such as acting democratically and pedagogically – and converting theory into practice, signifying practising dialogue-promoting conversation behaviour with subordinates, peers, and superiors.

Only eight managers participated in the intervention, but data afforded a basis for further research.

Findings stressed the importance of listening, and of support from superiors, for well-functioning leadership communication at work.

Studies focusing on health care managers’ communication and dialogue are few. This study contributes to knowledge about these activities in managerial leadership.

Bringing spiritual and religious perspectives to management and organization research requires clarifying the methodological implications and grappling with the diversity that characterizes the research community. This article aims to address both of these issues. The focal question addressed here is, how might spiritual and religious researchers effectively engage in interfaith dialogue in the ostensibly secular field of management and organization studies?

This article takes exception to privileging secularism over other faiths and argues for admitting spiritual and religious perspectives into the field of management and organization studies. It addresses how theological reflection can be carried out within a spiritually and religiously pluralist research community in management and organization studies.

Section 2 characterizes secularity and raises the possibility of moving beyond secularism to interfaith dialogue in the field of management and organization studies. Section 3 reviews influential perspectives on dialogue to identify attitudes and behaviors conducive to social learning. Section 4 introduces theological reflection as a method for conducting management and organization research and provides guidance and methods for pursuing interfaith dialogue.

This article proposes interfaith dialogue as a way to explore important assumptions, ultimate concerns and innovative practices that currently go largely unraised in management and organization research.

This article adds to the methods available in the field by characterizing effective dialogue and introducing and explaining theological reflection. It contributes general guidance and proposes specific methods for moving to interfaith dialogue among researchers working from diverse faiths.

The purpose of this paper is to address the challenge and potential of online higher and continuing education, of fostering and promoting, in a global perspective across time and space, democratic values working for a better world.

The paper presents a generalized dialogic learning architecture of networked collaborative learning and makes a plea for a theory‐informed networked collaborative learning architecture and methodology appropriate for adult learners in higher and continuing education.

Values include mutual political and intercultural understanding, collaboration, and tolerance to cultural and ethical diversity, and they are mediated through collaborative dialogue and knowledge‐building processes between learners. While embedded, empirically, in a networked distance learning context, established through synchronous and asynchronous communication technologies, the paper advocates for theory informed pedagogical designs and a teaching‐learning methodology, which assumes online collaborative dialogue as the centre of a genuine learning process.

The paper complements this plea with a description and evaluation of the implementation of the pedagogical architecture into a Danish Master Programme.

This paper aims to explore factors influencing university students’ intent to take formal lectures completely through e-learning with cloud meetings.

This study has surveyed Chinese students who have experienced e-learning with cloud meetings as well as traditional massive open online courses (MOOC) without live dialogues. The data are analysed based on structural equation modelling to assess factors influencing students’ intent to choose e-learning with cloud meetings.

The findings show that as per the technology acceptance model, e-learning students who find learning to be easier with cloud meetings than MOOCs believe cloud meeting courses to be more beneficial and thus are more willing to take e-learning with cloud meetings.

This study compares e-learning with cloud meetings with MOOCs without live dialogues for the first time to highlight the value of open dialogues in real time for effective e-learning.