Action learning and executive education: achieving credible personal, practitioner and organisational learning

Simon Stephens and Michael Margey

Action Learning: Research and Practice, 2015, vol. 12, issue 1, 37-51

Abstract: Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in Ireland. The programmes adopt an action learning methodology. Action learning supports a reflective culture for the executive learners and an enriched understanding of their workplace. The challenges associated with action learning are explored. The understanding of best practice in the facilitation of action learning for executive learners is enriched for practitioners and academics. The use of narrative structuring provides an insight into the reality of action learning for executive learners. If action learning is to be successfully integrated into executive education, then there needs to be high levels of communication, commitment and trust between the executive learners; academics and external contributors.

Date: 2015
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DOI: 10.1080/14767333.2014.993592

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