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The thinking behind the action (learning)

机译：行动背后的思想（学习）

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PurposeThe purpose of this paper is to report on an action learning (AL) approach to curriculum design and delivery of a two-year part-time executive masters program, facilitated in part through a longitudinal work-based action research project. Program participants were a mix of mid- to senior managers operating in both the public and private sector and business owners, and all were in full-time employment.Design/methodology/approachThis paper presents findings relating to participant and tutor perspectives of the program design, structure, and content. It also chronicles an AL tutor initiative run in conjunction with the inaugural program delivery, established to provide a collegial approach to learner facilitation, and to enable a research informed model of practice.FindingsFindings suggest that the program allowed for greater action-reflection among and across all contributors (students, tutors, and program managers), and facilitated cross-pollination of AL perspectives, thus strengthening the interaction between practitioner and academic, and among academics themselves. Furthermore, the early involvement of tutors informed the work-based research project and larger AL program, and facilitated a matching of research interests between practitioner and tutor.Originality/valueThese findings suggest that an action-based model of knowledge transfer and development offers significant learning benefits to those partaking in an executive development program, resulting in the following insights: executive needs better served using a learner-centric approach; problem-oriented work-based assessment affords theory–practice balance; there is evidence of action-reflection “contagion” among all contributors; and the presented AL cycle has potential value in the conceptualization of reflective action.
机译：目的本文的目的是报告一种行动学习（AL）方法，用于课程设计和提供为期两年的兼职高管硕士课程，其中一部分是通过基于纵向工作的行动研究项目来促进的。课程参与者是在公共和私营部门以及企业所有者中工作的中高级管理人员的组合，并且都从事全职工作。设计/方法论/方法本文介绍了与参与者和课程设计观点有关的发现，结构和内容。它还记录了与首届课程交付一起运行的AL导师计划，该计划旨在为学习者的便利化提供一种合议的方法，并为研究提供知情的实践模型。调查结果表明，该计划允许更大程度地在行动中相互反映所有贡献者（学生，导师和项目经理），并促进了AL观点的交叉授粉，从而加强了从业者与学术界之间以及学术界之间的互动。此外，导师的早期参与为基于工作的研究项目和更大的AL计划提供了信息，并促进了从业者与导师之间研究兴趣的匹配。原始性/价值这些发现表明，基于行动的知识转移和发展模型可提供重要的学习机会对参加高级管理人员发展计划的人员的好处，从而产生以下见解：使用以学习者为中心的方法可以更好地满足高级主管的需求;以问题为导向的基于工作的评估提供了理论与实践之间的平衡;在所有贡献者中都有行动反射“传染”的证据;并且提出的AL循环在反射作用的概念化中具有潜在价值。

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