Action Learning over Time: An Ipsative Enquiry

Autor/in	Bourner, Tom
Titel	Action Learning over Time: An Ipsative Enquiry
Quelle	In: Action Learning: Research and Practice, 8 (2011) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
Schlagwörter	Experiential Learning; Reflection; Case Studies; Higher Education; Faculty Development; Outcomes of Education; Teaching Methods; Administrators; Evaluation + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Evaluierung
Abstract	The aim of this article is to explore several decades of experience of action learning and to distil lessons from that experience that are worth sharing with other practitioners. The method is to systematically collect the experiential data within three categories (sense-based, affective and cognitive data), interrogate them to draw out lessons and report those conclusions that have broader significance. The main conclusions are about (1) participants' readiness for action learning, (2) the development of people's abilities to self-facilitate and self-manage action learning and (3) the role of action learning in universities. (Contains 1 table and 4 notes.) (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