Action Learning: The Possibility of Differing Hierarchies in Learning Sets

Autor/in	Yeadon-Lee, Annie
Titel	Action Learning: The Possibility of Differing Hierarchies in Learning Sets
Quelle	In: Action Learning: Research and Practice, 10 (2013) 1, S.39-53 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2012.756389
Schlagwörter	Experiential Learning; Educational Research; Grounded Theory; Interviews; Learning Processes; Learning Theories; Group Dynamics; Group Behavior; Social Psychology; Doctoral Programs; Educational Experience; Social Structure; Power Structure; Educational Practices + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Bildungsforschung; Pädagogische Forschung; Interviewing; Interviewtechnik; Learning process; Lernprozess; Learning theory; Lerntheorie; Gruppendynamik; Gruppenverhalten; Sozialpsychologie; Doktorandenprogramm; Bildungserfahrung; Sozialstruktur; Bildungspraxis
Abstract	This paper presents the proposition that a variety of differing hierarchies exist in an action learning set at any one time, and each hierarchy has the potential to affect an individual's behaviour within the set. An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of 11 in-depth interviews that formed part of wider research into set members' perceptions of what makes an effective action learning set. The interviewees were all former students of the researcher and her colleagues. The research draws upon grounded theory as a dominant research paradigm and uses thematic analysis to interpret the research findings. The findings of the research serve to simply illustrate that there is the potential for a variety of differing hierarchies to exist in an action learning set at any one time. Some of the hierarchies may exist for the full duration of the set; others are somewhat ephemeral. The findings from this research also present themselves as points of consideration for academics and practitioners who have used or are about to use action learning as a learning vehicle. (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