Action Learning and the Creative Industries: The Efficacy of an Action Learning Set in Building Collaboration between a University and Creative Industries

Autor/inn/en	Calver, Julia; Gold, Jeff; Stewart, Jim
Titel	Action Learning and the Creative Industries: The Efficacy of an Action Learning Set in Building Collaboration between a University and Creative Industries
Quelle	In: Action Learning: Research and Practice, 10 (2013) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2012.755117
Schlagwörter	Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories; United Kingdom + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Industrie; Bildungsreform; Hochschulpartnerschaft; Gruppendynamik; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Kompetenzentwicklung; Qualifikationsentwicklung; Netzplantechnik; Organisationsklima; Unternehmenskultur; Organisationstheorie; Großbritannien
Abstract	In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10