How Do Public Leaders Learn from Society? A Reflexive Analysis of Action Learners

Autor/inn/en	Murphy, Anne; Canel, María José; Barandiarán, Xabier
Titel	How Do Public Leaders Learn from Society? A Reflexive Analysis of Action Learners
Quelle	In: Action Learning: Research and Practice, 17 (2020) 2, S.172-185 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2020.1732868
Schlagwörter	Foreign Countries; Public Agencies; Workplace Learning; Experiential Learning; Public Policy; Policy Formation; Governance; Program Implementation; Citizen Participation; Local Government; Organizational Culture; Spain + Suchen Sie Ihr Suchwort? Ausland; Öffentliche Einrichtung; Experiental learning; Erfahrungsorientiertes Lernen; Öffentliche Ordnung; Politische Betätigung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Gemeindeverwaltung; Unternehmenskultur; Spanien
Abstract	This paper uses action learning as a basis for producing research data that help explore the relationship between learning and listening in public organizations. The regional government of Gipuzkoa in northern Spain is engaged in a sustained effort to change the way it interacts with and interprets the future needs of society. Based on grounded theory and on a review of key concepts about critical action learning, a reflexive analysis of the implementation of the methodology of action learning with policy makers was conducted. The paper explores the learning journey participants undertake when implementing a governmental programme of citizen engagement, and shows that a space for criticality resulted in participants learning to listen to each other, and consequently to society, in ways which had previously been beyond reach. The paper concludes by discussing the learning implications for listening to society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01