Action learning in international settings: possibilities for developing organising insight

Hay, A ORCID: https://orcid.org/0000-0002-2629-230X, 2011. Action learning in international settings: possibilities for developing organising insight. The International Journal of Management Education, 9 (3), pp. 23-36. ISSN 1472-8117

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Abstract

Action learning approaches are seen to offer promise to troubled MBA programmes in providing increased attention to practice. However, whilst there is broad support for the use of action learning in management education, in practice its use is limited and issues remain in respect of the form it takes. Calls have therefore been made for research into the use of action learning as used in management education contexts to facilitate its diffusion and adoption. This paper provides an empirical consideration of a particular form of action learning: an MBA international consultancy project. Drawing upon student interviews the paper suggests that the form of action learning used here was imbued with opportunities to develop ‘organising insight’ (Vince, 2004). Furthermore, the paper highlights that the unfamiliar international location was especially significant in developing such insight. The paper suggests that forms of action learning which accentuate the unfamiliar can be of significant benefit in helping managers to understand taken for granted aspects of practice and thus provide particular promise for progressing critical management perspectives. In getting closer to practice, there is value in the use of teaching approaches which on face value might be seen to take managers further away from everyday practice.

Item Type:	Journal article
Publication Title:	The International Journal of Management Education
Creators:	Hay, A.
Publisher:	Higher Education Authority
Date:	2011
Volume:	9
Number:	3
ISSN:	1472-8117
Identifiers:	Number Type 10.3794/ijme.93.318 DOI
Divisions:	Schools > Nottingham Business School
Record created by:	EPrints Services
Date Added:	09 Oct 2015 09:40
Last Modified:	09 Jun 2017 13:07
URI:	https://irep.ntu.ac.uk/id/eprint/766

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