Action Learning on the Edge: Contributing to a Master's Programme in Human Resources for Health

Autor/inn/en	Edmonstone, John; Robson, Jean
Titel	Action Learning on the Edge: Contributing to a Master's Programme in Human Resources for Health
Quelle	In: Action Learning: Research and Practice, 11 (2014) 3, S.361-374 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2014.950812
Schlagwörter	Human Resources; Health Services; Masters Programs; Blended Learning; Experiential Learning; Teaching Methods; Educational Practices; Educational Strategies; Adult Education; Business Administration Education; Higher Education; Middle Management; Learning Modules; Barriers; Performance Factors; Participant Satisfaction; Student Experience; Capacity Building; Program Validation; Program Descriptions; Foreign Countries; Bosnia and Herzegovina; United Kingdom + Suchen Sie Ihr Suchwort? Humankapital; Health service; Gesundheitsdienst; Gesundheitswesen; Magister course; Magisterstudiengang; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mittlere Führungskraft; Learning module; Lernmodul; Leistungsindikator; Studienerfahrung; Ausland; Bosnia-Herzegovina; Bosnien-Herzegowina; Großbritannien
Abstract	This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy and value. In this case, action learning was combined with other blended learning approaches over a two-year period resulting in both excellent academic performance and student satisfaction results. Student completion and progression rates were exceptional and returns to the programme sponsors and the employing organisations were high. Programme participants gained an academic qualification and through action learning also gained added value through their own personal development; became more capable as independent learners and experienced enhanced social capital within their professional community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10