Action Learning in Higher Education : Towards a Conceptual-Compatibility Framework
The purpose of this research article is to further the discussion on implementing action learning technique in a university setup. The action learning is an experiential learning method intended for personal development, group and team development and leadership development. The research article presents a theoretical discourse is to develop a framework for implementing action learning technique in higher educational institutions. The researcher tries identifying dimensions which either inhibit or allow the use of action learning. The researcher uses a discursive analysis framework by reviewing several papers on action learning research. In an attempt to establish a structural model compatible to the higher educational framework, the author has identified three dimensions which formulate the compatibility framework which are: (i) action learning practices, (ii) individual influences and group behavior, and (iii) higher educational needs. In order to implement an action learning project these three dimensions play an important role in the successful achievement of learning goals.
Using Action Learning with Multicultural Groups
Action learning was developed by British physicist and professor Reginald Revans over 50 years ago and has had a growing degree of success in the Western/Anglo-Saxon cultures of the U.S., Canada, northern Europe, Australia, and New Zealand. Few examples of successful implementation of action learning exist, however, with the remaining 90% of the world. Un-awareness of action learning may account for some of the limited use of action learning in these regions. The author contends, however, that another reason may be that cultural values and practices in many part of the world do not “fit” as naturally with action learning values and practices. Key action learning elements such as diversity of set membership, taking action absent the presence of authority, and frankly sharing the learning experience are more difficult for non-Western cultures to implement. The article concludes with strategies for overcoming these cultural obstacles and steps for building on the synergies of culture in having successful action learning programs in multicultural groups.
Changing the Rules: Education for Creative Thinking
Many countries are increasing the priority schools assign to creative thinking. This departure from expectations of the past is considered a way to enhance productivity and improve mental health. But, efforts to replace customary education practices are often met with resistance, a loss of harmony, and challenges which are unforeseen. This presentation describes ways schools and families could provide greater support for creative behavior. The rules guiding instruction at all levels of education should be revised. Some recommended changes implicate teacher training, methods for the evaluation of learning, use of technology tools, expectations of students, and adult willingness to take into account student impressions about how to improve schools.