Implementing blended self-managed action learning for digital entrepreneurs in higher education

Shurville, S. and Rospigliosi, Asher (2009) Implementing blended self-managed action learning for digital entrepreneurs in higher education Action Learning: Research and Practice, 6 (1). pp. 53-61. ISSN 1476-7333

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Abstract

We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to the presence of a charismatic learner who was visibly biased against SMAL and questioned its utility from the outset. We suggest that the risk of similar breakdowns might be managed by developing a questionnaire to pre-assess participants' readiness for action learning and increasing the level or support during SMAL set meetings. While SMAL did not give rise to independent action learning sets after the courses, we were surprised and encouraged to find that learners instigated independent virtual learning networks, which flourished for up to a year after the courses. On the basis of this experiment we suggest that blended and fully virtual SMAL are worthy of further investigation in higher education and beyond.

Item Type: Journal article
Uncontrolled Keywords: blended self-managed action learning; entrepreneurs; higher education; self-managed action learning;
Subjects: X000 Education
DOI (a stable link to the resource): 10.1080/14767330902731335
Faculties: Brighton Business School > Business e-Learning Group
Depositing User: business editor
Date Deposited: 20 Jul 2011 23:58
Last Modified: 18 Sep 2013 13:07
URI: http://eprints.brighton.ac.uk/id/eprint/9026

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