Action Learning: Lecturers, Learners, and Managers at the Center of Management Education in Brazil

Sustainability related areas like CSR, business ethics and corporate governance as subjects is seen in most business school curriculum, whether its inclusion leads to inculcating interest and values for responsible business practices is still a big question. Sustainability incorporates holistic view of issues; the curriculum therefore, has to make linkages to social issues and has to be contextual. The focus of business school curriculum has to be on sensitizing students towards responsible citizenship along with competency building in the area of sustainability. Here, experiential' or action learning would be helpful. The chapter posits the importance of experiential learning in the context of management education and highlights the fact that unless sensitized to the sustainability issues, business schools or at corporate level will see it only from compliance perspective. The chapter also discusses success story of existing modules on experiential learning crafted by 2 NGO's intended to sensitize the participants.

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Action Learning - A Paradigm in Emergence: the Problems Facing a Challenge to Traditional Management Education and Development

British Journal of Management ◽

10.1111/j.1467-8551.1993.tb00158.x ◽

1993 ◽

Vol 4 (1) ◽

pp. 19-27 ◽

Cited By ~ 83

Author(s):

Hugh McLaughlin ◽

Richard Thorpe

Keyword(s):

Management Education ◽

Action Learning ◽

Traditional Management ◽

Education And Development

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Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

Journal of Teaching in International Business ◽

10.1080/08975930802427692 ◽

2008 ◽

Vol 19 (4) ◽

pp. 403-449 ◽

Cited By ~ 7

Author(s):

Shyam Kamath ◽

Jagdish Agrawal ◽

Guido Krickx

Keyword(s):

Management Education ◽

Action Learning ◽

International Management ◽

Global Business

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Social and Organizational Development Through Action Research

International Journal of Civic Engagement and Social Change ◽

10.4018/ijcesc.2018010102 ◽

2018 ◽

Vol 5 (1) ◽

pp. 23-39 ◽

Cited By ~ 1

Author(s):

Neeta Baporikar

Keyword(s):

Action Research ◽

Social Development ◽

Organizational Development ◽

Management Education ◽

Action Learning ◽

Theory Approach ◽

The Core ◽

Simple Question ◽

Action Research And Learning ◽

Grounded Theory Approach

To cause change at practice level people need to translate what they know into concrete instructional policies and practices to be more productive and ensure organizations, organizational and thereby social development. Development Studies reflect that there is disconnect between knowledge acquired especially in the area of management education. This disconnect creates a gap and lessens organizational and social development. Action research and learning can fill this gap. This article addresses a simple question: does action learning and research lead to development? If so, what is it that people need to know about action learning and action research that alludes well to this crucial aspect? Adopting a grounded theory approach and in-depth literature review, the core of the study is to promote understanding of action learning and research, connection between knowledge to practice and how this makes organizational and social development more possible. Further attempts are to provide a framework to adopt action research to enhance holistic development in these societal driven economies.

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Practice firms and networked learning: matches and mismatches

Cadernos EBAPE BR ◽

10.1590/s1679-39512008000500002 ◽

2008 ◽

Vol 6 (spe) ◽

pp. 01-09 ◽

Cited By ~ 1

Author(s):

Jorge Alberto dos Santos

Keyword(s):

Higher Education ◽

Information Technology ◽

Learning Environment ◽

Management Education ◽

Networked Learning ◽

Private Institution ◽

Network Learning ◽

Object Of Study ◽

Education In Brazil

This paper is concerned with how students describe their experiences of the Practice Firms Network learning environment (PFN) within a management course in a private institution of higher education in Brazil (Faculty Pitágoras-Mg). The work is derived from a broader study where I investigated the PFN concept as it is used in the Brazilian context. The students' description of their relationship with the PFN model is made the object of study in a phenomenographic perspective (Marton, 1986; Marton and Booth, 1997). The paper discusses the data and results of the research and concludes that the model is potentially effective to link participants in management education but that it has yet to learn how to use more effectively the power of information technology. From students' descriptions, flaws in the model derive from the following features: a) The model itself does not stress networked learning; b) The infrastructure does not support the design; and c) The teachers' approach to the model is not congruent.

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