Action Learning for Community Development in a Korean Context

Autor/inn/en	Park, Seung-Hee; Cho, Yonjoo; Bong, Hyeon-Cheol
Titel	Action Learning for Community Development in a Korean Context
Quelle	In: Action Learning: Research and Practice, 17 (2020) 3, S.273-291 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Yonjoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2020.1813086
Schlagwörter	Foreign Countries; Leadership Training; Community Development; Stakeholders; Active Learning; Management Development; Local Government; Governance; Business; Cultural Influences; Success; Individual Development; Cooperative Planning; Program Effectiveness; South Korea + Suchen Sie Ihr Suchwort? Ausland; Führungslehre; Community; Development; Entwicklung; Aktives Lernen; Gemeindeverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Business studies; Wirtschaft; Betriebswirtschaft; Cultural influence; Kultureinfluss; Erfolg; Individuelle Entwicklung; Korea; Republik
Abstract	The purpose of this case study was to examine the success factors of a leadership development program using action learning for self-governance members in the city of Bucheon in Korea, as well as the distinctive features of action learning for community development in comparison with action learning for business. To that end, we conducted 22 semi-structured interviews with stakeholders (action learning participants, practitioners, and facilitators) and a survey with 39 participants from 2016 to 2018. Based on the analysis of qualitative and quantitative data, we identified four themes: outcomes, advantages, success factors, and suggestions. We found that action learning for community development requires us to factor in the importance of understanding its unique contextual differences compared to action learning for business. We provide implications for research and practice as well as the study limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01