 Applying action learning in democratic educational practices: using a triple-layered reflective approach in an MSc HRM Enhancement Programme (HRMEP)Lujia Feng, Paul Barry and Derek Eldridge Action Learning: Research and Practice, 2025, vol. 22, issue 2, 245-255 Abstract: This paper explores how democratic educational practices and action learning are applied in an MSc Human Resource Management Enhancement Programme (HRMEP) in a UK higher education context. Using a triple-layered model of reflective learning, the programme emphasises a participatory approach, critical reflection, and practical application of HRM knowledge to real-world contexts in a collaborative and inquiry-driven process, which empowers students as active change agents in their professional development in HRM. The findings indicate that embedding democratic values and action learning within pedagogical design and delivery in Higher Education Institutes (HEIs) can effectively improve learner autonomy, promote inclusive dialogue, and enable students to co-create actionable knowledge, which can bridge the gap between academic learning and its application in practical contexts. Date: 2025 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:22:y:2025:i:2:p:245-255 Ordering information: This journal article can be ordered from DOI: 10.1080/14767333.2025.2510809 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 |
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