The Effectiveness and Impact of Action Learning on Business Graduates' Professional Practice

Autor/inn/en	Perusso, Andre; van der Sijde, Peter; Leal, Rafael; Blankesteijn, Marlous
Titel	The Effectiveness and Impact of Action Learning on Business Graduates' Professional Practice
Quelle	In: Journal of Management Education, 45 (2021) 2, S.177-205 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perusso, Andre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562920940374
Schlagwörter	Teaching Methods; Self Efficacy; Outcomes of Education; Business Administration Education; Management Development; Case Studies; Graduates; Education Work Relationship; Undergraduate Students; Alumni; Metacognition; Communication Skills; Cooperation; Competence; Business Schools; Experiential Learning; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kommunikationsstil; Co-operation; Kooperation; Kompetenz; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Brasilien
Abstract	The organizational world has long recognized action learning (AL) as an invaluable tool for managerial development. However, AL's popularity among organizations did not translate into its adoption by business schools. A lack of evidence on what competencies AL fosters in students and whether these competencies transfer to practice has limited its wider acceptance. We address this issue by examining the learning outcomes of an undergraduate business program that has been using AL as a central didactical feature for the past 10 years. Based on a qualitative cross-sectional study following five alumni cohorts, results show that AL fosters the development of knowledge (theoretical and practical), skills (communication and collaboration), and attitudes (self-knowledge and self-efficacy); competencies graduates transferred to practice years after completing the program. Although management education has been continually criticized for its inability to provide undergraduates with the competencies necessary for practice, our study shows that AL contributes to narrowing this relevance gap. It also expands our understanding of the effectiveness and impact of AL beyond executive training to include undergraduate education, thus informing and inviting educators to consider AL as an alternative to expand their teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01