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Learning together, learning apart: Integrated action learning through a socio-technical systems lens

Wilson, HK, Tucker, MP, Hannibal, C and Qu, Z (2020) Learning together, learning apart: Integrated action learning through a socio-technical systems lens. Action Learning : Research & Practice, 18 (1). pp. 5-19. ISSN 1476-7333

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To contribute to current debate concerning approaches to teaching and learning for researching complex work-based problems, we focus on the Doctorate of Business Administration (DBA) programme. We examine the development of an integrated action learning approach as part of a part-time DBA offered by a university in the UK. In adopting the lens of socio-technical systems (STS) theory we address two important questions; how can action learning be adapted on a DBA programme to enhance students’ learning together and learning apart? And, what insights can be drawn from conceptualising DBA learning as a socio-technical system? Through the collection of natural data from student feedback, meeting notes, action logs and the facilitators reflections, we develop a framework of integrated action learning as a socio-technical system. Through this framework we propose a model of action learning that enhances the ability of students to learn together and learn whilst apart. We also reflect on how technology has enabled distance learners to interrogate their complex work-based problems through collaborative questioning, focused on research-based inquiry, both together, and apart on their own learning journey.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning : Research & Practice on 16 Nov 2020 available online: https://doi.org/10.1080/14767333.2020.1843403
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1503 Business and Management
Subjects: L Education > L Education (General)
Divisions: Doctoral Management Studies (from Sep 19)
Publisher: Taylor & Francis
Date Deposited: 29 Oct 2020 10:15
Last Modified: 17 Jan 2024 16:15
DOI or ID number: 10.1080/14767333.2020.1843403
URI: https://researchonline.ljmu.ac.uk/id/eprint/13929
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