Action learning in postgraduate research training.

Autor/in	Marchand, Trevor
Titel	Action learning in postgraduate research training.
Quelle	In: Action learning, (2017) 1, S.83 PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2017.1282637
Schlagwörter	Transferrable skills; Peer support; Anthropology; Postgraduate research training; Open questions
Abstract	This account of practice explores the benefits and challenges of using Action Learning (AL) with junior researchers. Findings are grounded in an AL set of six doctoral students, organised and convened by the author. The case study reveals the range of emotional and structural hurdles that Ph.D. candidates typically face in completing their programme of study. AL's streamlined process made space for set members to present themselves as whole persons and to thereby grapple with, and better manage, a wide range of real-life issues that were having direct impact on their academic performance. Set members expressed how participation reduced feelings of isolation and offered a valued space to reflect on their situation. They explored root causes of stress, anxiety, or dips in productivity; strategised plausible actions for overcoming problems; and identified opportunities. The evidence presented in this account strongly supports the proposal that AL be made a core component of research-training programmes. In the conclusion, the author reasons that institutional investment would pay back with dividends: AL cultivates peer-support groups that consequently reduce dependence on academic supervisors, student counselling, and other costly and overburdened support services. Perhaps most crucially, AL incites individuals to take responsibility for their own development and learning: a 'transferrable skill' for achieving success in any endeavour.
Erfasst von	OLC
Update	2022/1/02