Action learning in higher education: reflections on facilitating AL in leadership development programmes

Chandana Sanyal, Mary Hartog and Julie Haddock-Millar

Action Learning: Research and Practice, 2024, vol. 21, issue 3, 265-271

Abstract: This account of practice offers reflections and insights on facilitating Action Learning (AL) in Leadership Programmes within the Higher Education context. The account shares our reflections and key observations as practitioner academics, facilitating AL Sets within three higher education leadership programmes. We draw on our knowledge and expertise as facilitators of learning and development in the AL and leadership space. Our reflections have highlighted two key themes in our facilitation experience. First, the autonomy of learning and the significance of AL participants’ voice. Second, creating a shift from task-focus to people-focus through the use of metaphor and visualisation as a means of enquiry. This account will be of relevance to practitioner and academics engaged in leadership development and those involved in the facilitation of AL who may consider adopting AL as a part of a managerial leadership programme.

Date: 2024
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DOI: 10.1080/14767333.2024.2409574

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