Groves, CJ and Mendonca, R and Parker, A and Udo, U (2015) Student accounts of action learning on a DBA Programme: Learning Inaction. Action Learning: research and practice, 12 (3). pp. 334-343. ISSN 1476-7341
ALS article v4 1 as submitted.pdf - Accepted Version
Restricted to Repository staff only until 22 June 2017.
This account of practice sets out the action learning experience of three doctoral students on the same DBA programme at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so doing, contributes to the ongoing debate about the relative priority of learning and problem-solving in action learning. The account narrates the students’ personal accounts of their involvement with the action learning set, what they felt worked and what did not before reflecting on their personal contributions as hybrid practitioner-learners. Insights into the experience are offered up to illuminate the function and purpose of the action learning set within a management education programme.
|Additional Information:||This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning: research and practice on 22 Dec 2015 available online: http://www.tandfonline.com/10.1080/14767333.2015.1094620|
|Uncontrolled Keywords:||1303 Specialist Studies In Education, 1503 Business And Management|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Divisions:||Liverpool Business School|
|Publisher:||Taylor & Francis (Routledge)|
|Date Deposited:||10 Mar 2016 15:55|
|Last Modified:||10 Mar 2016 15:55|
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