Action learning in academic management education: A state of the field review: Article 100415

• Cheryl Brook ^[1] ; Mike Pedler ^[2]
  1. [1] University of Portsmouth

     University of Portsmouth

     Southsea, Reino Unido

     
  2. [2] University of Reading

     University of Reading

     Reino Unido

     
• Localización: The international journal of management education, ISSN 1472-8117, Vol. 18, Nº. 3, 2020, págs. 1-11
• Idioma: inglés
• DOI: 10.1016/j.ijme.2020.100415
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• Resumen

  • This paper is a ‘state of the field’ review of action learning practices in Higher Education Business Schools and Faculties. It explores the opportunities and challenges faced by academics when introducing and maintaining action learning approaches in the university. Based on interviews with 18 academics from around the world, the findings indicate new and distinct ways of working with action learning and underscore the portability and malleability of the practice. The study indicates a mixed picture for the utilisation and spread of action learning: whilst flourishing in some universities, especially in post-graduate and post-experience work, and more specifically in management education, in other places previous activities have stopped or been displaced. We consider some explanations for the current situation, and discuss how the challenges and opportunities inherent in the practice of action learning in HE might be better understood and managed, not only for the benefit of practtioners but also for students, employers and commissioners of programmes.