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Showing 31 to 45 of 315 results Save | Export
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Sandager, Dorte; Bragh, Kirsten; Svalgaard, Lotte – Action Learning: Research and Practice, 2019
Promoting open reflection and exploration on group dynamics is delicate work and is often considered 'not very business-like' in a business context. How to approach this work is a constant balance and struggle for action learning practitioners. In this account of practice, we present central elements in our action learning framework -- Action…
Descriptors: Educational Environment, Experiential Learning, Business, Teaching Methods
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Wilson, Nicola; Dewis, Caragh – Action Learning: Research and Practice, 2019
This account of practice shares insights from past and present members of a self-facilitating action learning set, where each of the members is an action learning facilitator. Motivations for joining the set encompassed the opportunity to 'practice what you preach' by being a set member as well as a facilitator, the potential to refine and develop…
Descriptors: Experiential Learning, Facilitators (Individuals), Motivation, Self Efficacy
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Bourner, Tom; Rospigliosi, Asher – Action Learning: Research and Practice, 2019
The aim of this article is to make a contribution to understanding the ethos of action learning, by exploring how it was influenced by the early family experience of Reg Revans as the originator of action learning. In order to do so, it examines what is meant by the term 'ethos of action learning' in terms of its values and beliefs. The paper…
Descriptors: Experiential Learning, Teaching Methods, Family Life, Values
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Edmonstone, John – Action Learning: Research and Practice, 2019
The paper notes that action learning has spread globally and is used in a variety of local cultures. It considers Revans' involvement in this international aspect and explores the author's own experience of action learning in cross-cultural contexts. It addresses the issue of 'acculturation' and draws evidence from a number of examples of action…
Descriptors: Experiential Learning, Learning, Teaching Methods, Cultural Context
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Garcia-Palao, Cristina; Oltra-Mestre, Maria J.; Coughlan, Paul – Action Learning: Research and Practice, 2019
Teamworking competence is essential in many operations management environments and can be developed through formal education and practice-based experiences. The main objective of this paper is to describe and to reflect on how to facilitate students in their development in teamworking competence through action learning in Operations Management…
Descriptors: Teamwork, Competence, Management Development, Skill Development
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Shepherd, Gary – Action Learning: Research and Practice, 2019
Reports of anger and aggression within the general population of the UK have been on the increase since the 2008 financial crisis. Traditional anger management programmes utilise Cognitive Behavioural and Mindfulness theory within a psychoeducational setting to help angry participants adapt and change their behaviours. These approaches have a…
Descriptors: Psychological Patterns, Self Control, Experiential Learning, Reflection
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Scott, Daniel – Action Learning: Research and Practice, 2019
While on my own journey of personal development in action learning facilitation, I conducted a research project in response to the question: How do facilitators most effectively support Critical Action Learning (CAL)? From selecting the topic and establishing the methodology, through to collecting data and analysing the results, this account…
Descriptors: Experiential Learning, Facilitators (Individuals), Research Projects, Research Methodology
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Cother, Genevieve June; Cother, Robert Fletcher; Woodworth, William Stanley; Souster, Leslie John; Moriarty, Daniel; Miller, Luke; Chugg, Roxanne; Cother, Christine Sophia – Action Learning: Research and Practice, 2019
Feedback from companies forming a community of practice in Tasmania, Australia, is that there is a need for a framework for self-directed action learning within each organisation as well as across the action learning community. Senior management report that there is a 'falling away' after a facilitated action learning intervention concludes and,…
Descriptors: Foreign Countries, Experiential Learning, Organizational Culture, Learning Processes
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Jones, Becky Quew; Brook, Cheryl – Action Learning: Research and Practice, 2019
This account of practice offers an example of the use of action learning within the undergraduate Degree Apprenticeship Curriculum of a UK university, specifically the Chartered Manager Degree Apprenticeship. This programme is aimed at an age-diverse group who are supported by their employers through the levy to improve their knowledge, skills and…
Descriptors: Foreign Countries, Experiential Learning, Undergraduate Students, Apprenticeships
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Coghlan, David; Coughlan, Paul – Action Learning: Research and Practice, 2018
This article explores how Revan's praxeology and learning formula act as the foundation for the authors' enactment of the scholarship of their teaching practice. Linking to accreditation requirement of assurance of learning the authors describe two undergraduate courses that they teach and reflect on how Revan's praxeology of systems…
Descriptors: Scholarship, Instruction, Learning, Educational Practices
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Hartog, Mary – Action Learning: Research and Practice, 2018
This paper explores what it means to research one's own practice, drawing on my experience as an educational action researcher and creating a "living theory thesis". I begin by identifying key theories that inform my approach, exploring how scholarship in the form of self-study is viewed as a discipline, addressing issues of rigour and…
Descriptors: College Faculty, Reflective Teaching, Teacher Improvement, Scholarship
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Ellwood, Paul – Action Learning: Research and Practice, 2018
The starting assumption of this paper is that the management scholar-practitioner does not exist as a stable distinct category. Rather, scholarly practice may be better understood as the on-going entanglements between scholarly insight and practitioner knowledge. The learning that occurs when practitioners transition to scholarly-practititioners…
Descriptors: Theory Practice Relationship, Organizational Change, Change Strategies, Learning Processes
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Akobo, Loliya Agbani – Action Learning: Research and Practice, 2018
The concept of action learning looks at how people learn, which is using gained knowledge to create needful and beneficial change. As a result, real problems and concerns are the contexts for which programmed knowledge and questioning insights are set to allow for unlearning and learning. Using Reg Revans theory which assumes action learning as…
Descriptors: Active Learning, Radio, Females, Entrepreneurship
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Groves, Catherine J.; Orbaek White, Gabrielle D.; Panya, Fuangfa; Stewart, Jim – Action Learning: Research and Practice, 2018
Management education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching 'employability skills' to graduates. However,…
Descriptors: Business Schools, Employment Potential, Experiential Learning, Undergraduate Students
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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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