An account of practice on facilitated co-constructed action learning: a reflection of the executive education programme delivery

Bing Wu Berberich

Action Learning: Research and Practice, 2022, vol. 19, issue 1, 89-98

Abstract: This paper introduces a facilitated co-constructed action learning approach with a narrative account of the author’s own learning on designing and delivering an executive education programme. Action learning has double inference in this context as the author developed and improved teaching design and delivery through action learning. He also revised the design of delivery of action learning to learners through critical self-reflection. The author states that university teaching faculty plays a crucial role in facilitating learners’ development and application of reflective practice. Reflective practice underlines the ability of critical thinking, which is considered the highest level of thinking [Dewey (1910). How We Think. Boston: D.C.Heath]. Consequently, the effectiveness of reflective practice unlikely happens unless individuals have achieved this level of thinking. Reflecting on the teaching experience, the author highlights two elements that potentially contribute to the effective outcomes of higher education learning and teaching: teaching faculty competence in mastering the application of action learning approaching in university learning and teaching design.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/14767333.2022.2033030 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:19:y:2022:i:1:p:89-98

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CALR20

DOI: 10.1080/14767333.2022.2033030

Access Statistics for this article

Action Learning: Research and Practice is currently edited by Kiran Trehan and Clare Rigg

More articles in Action Learning: Research and Practice from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().