scholarly journals Developing Transferable Management Skills through Action Learning

2013 ◽  
Vol 27 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Annie Yeadon-Lee ◽  
Roger Hall
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Action Learning ◽  
Master Of Business Administration ◽  
Management Skills ◽  
Potential Response ◽  
Managerial Skills ◽  
Part Time Students ◽  
Part Time ◽  
Insight Into

There has been increasing criticism of the relevance of the Master of Business Administration (MBA) degree in developing skills and competencies. Action learning, devised to address problem solving in the workplace, offers a potential response to such criticism. This paper provides an insight into one university's attempt to integrate action learning into the curriculum. Sixty-five part-time students were questioned at two points in their final year about their action learning experience and the enhancement of relevant managerial skills and competencies. The results showed a mixed picture. Strong confirmation of the importance of selected skills and competencies contrasted with weaker agreement about the extent to which these were developed by action learning. There was, nonetheless, a firm belief in the positive impact on the learning process. The authors conclude that action learning is not a panacea but has an important role in a repertoire of educational approaches to develop relevant skills and competencies.

scholarly journals Action learning: understanding interpersonal relationships within learning sets

2013 ◽  
Vol 32 (9) ◽  
pp. 984-994 ◽  
Author(s):  
Annie Yeadon-Lee
Keyword(s):  
Interpersonal Relationships ◽  
Action Learning ◽  
Master Of Business Administration ◽  
Student Experiences ◽  
Content Type ◽  
Participant Satisfaction ◽  
Business Administration Students ◽  
Part Time ◽  
Open Coding ◽  
Learning Sets

Purpose – The purpose of this paper is to respond to calls for research into the use of action learning in management education (Hay, 2011). It reports on student experiences of action learning in a final year module for part time Master of Business Administration students. It focuses specifically on the development of an understanding of the interpersonal relationships that existed within those action learning sets; both positive and negative. The paper then discusses the subsequent impact those dynamics may have on the effectiveness of the action learning process. Design/methodology/approach – An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of semi-structured questionnaires distributed at both the beginning and end of the module. The data were thematically analysed using open coding. Findings – The paper used two contrasting views of the interpersonal relationships in action learning sets: Revans’ (1982) “comrades in adversity” and Vince's (2004) “adversaries in commonality” as a framework for discussion. It found that various interpersonal dynamics existed within the sets, which in this case, had the ability to influence individual satisfaction and the overall effectiveness of the set. Originality/value – The findings provide insights, via participant voice, into aspects of interpersonal relationships within action learning sets. In particular, the politics and emotions that occur within the learning sets, whilst considering the subsequent impact on both participant satisfaction and the effectiveness of action learning sets.

Barriers to engagement at UCL

2017 ◽  
Vol 3 (1) ◽  
pp. 286 ◽  
Author(s):  
Jenny Marie ◽  
Sally MacKenzie ◽  
Steve Rowett ◽  
Moira Wright
Keyword(s):  
Academic Support ◽  
Different Types ◽  
University Life ◽  
Part Time Students ◽  
Part Time ◽  
University College London ◽  
Potential Risks ◽  
Staff Engagement ◽  
Insight Into

This case study considers the views of ten University College London (UCL) staff about ‘hard to reach’ students. Staff were chosen so as to give an insight into the issue for different types of engagement: academic, support, union activities and volunteering. Focusing on these types of engagement together confirms that part-time students face barriers to engaging in many aspects of university life and that all students face barriers to some aspect of university life. This paper also draws attention to the potential risks inherent in focusing on ‘hard-to-reach’ students as an approach to improving inclusivity. It also raises the issue of how barriers to inclusion interact and whether we should be considering ‘staff engagement’ alongside ‘student engagement’.

In touch with the softer side of MBAs

2016 ◽  
Vol 30 (2) ◽  
pp. 31-33
Author(s):  
Brian Beal
Keyword(s):  
Subjective Effects ◽  
Master Of Business Administration ◽  
Full Time ◽  
Mba Programs ◽  
Content Type ◽  
Mba Students ◽  
Self Confidence ◽  
The Usa ◽  
Part Time ◽  
Insight Into

Purpose Considering that Master of Business Administration (MBA) programs have been the focus of many evaluations and much criticism in recent years, the purpose of this paper is to investigate the objective and subjective effects on careers experienced by part-time MBA students and graduates. Design/methodology/approach The authors conducted an empirical research, involving more than 700 students and graduates of three part-time MBA programs in Brazil. Findings The authors found that students and graduates experience more subjective than objective effects of such programs in their careers, and that the subjective effects are primarily related to self-confidence, employability, expansion of business view and ability to “play the game”. Originality/value This study makes three contributions to the knowledge of the effects of MBAs. First, it provides insight into students’ perspectives. Second, it increases the knowledge of the subjective effects of MBAs on the careers of students. And third, it focuses on part-time programs in a developing nation rather than on full-time programs in a developed nation such as the USA, as is often the case.

Building the foundations for academic success: learning from the experiences of part-time students in their first semester of study

2020 ◽  
Vol 22 (2) ◽  
pp. 135-161
Author(s):  
Allyson Goodchild ◽  
Cathal Butler
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Mixed Methods Research ◽  
Research Study ◽  
Learning Experience ◽  
Transition Process ◽  
Early Learning ◽  
First Semester ◽  
Part Time Students ◽  
Part Time

This article examines the findings from a mixed methods research study exploring part- time students' perceptions of their transition into higher education. Drawing on wider research in the field of transition and utilising Gale and Parker's (2014) conceptual framework as a means of viewing the transition process, the article identifies how one group of part-time undergraduates experienced the process of becoming an undergraduate. The results highlight the importance of offering a well-framed early learning experience for students, which enables them to learn the skills needed for early academic success and provides continued support as they progress in their own time towards recognition of themselves as undergraduates. Furthermore, the results demonstrate that transition is not time bound, and individual students will need individual approaches. This will require institutions to consider how the support they offer can be tailored to a student's specific needs.

scholarly journals How to run successful e-internships: a case for organizational learning

2016 ◽  
Vol 30 (2) ◽  
pp. 18-21 ◽  
Author(s):  
Debora Jeske ◽  
Carolyn M. Axtell
Keyword(s):  
Learning Experience ◽  
Skill Development ◽  
Management Skills ◽  
Content Type ◽  
Start Up ◽  
Important Benefit ◽  
The Right ◽  
Start Ups ◽  
Practical Implications ◽  
Insight Into

Purpose The purpose of this paper is to outline unique learning experience that virtual/e-internships can offer small and medium-sized enterprises and start-up organizations. Design/methodology/approach The authors interviewed 18 experts on e-internships (interns and managers of internships) across several countries to learn more about the learning experiences for both organizations and interns. The information from these interviews was also used to formulate a number of recommendations. Findings The interviews outlined the various development opportunities that e-internships may produce for interns, managers and staff within these organizations. One important benefit pertains to the skill development of both interns and managers. The interns get unique working experiences that also benefit the organizations in terms of their creativity, input and feedback. In return, managers get a unique learning experience that helps them expand their project management skills, interpersonal skills and mentoring. Practical implications The authors outline a number of recommendations that consider skill development, the benefit of diversity in numerous forms as well as mutual benefits for enterprises and start-ups. Originality/value The discussion of the various benefits and conditions under which virtual internships will succeed in organizations provides practitioners an insight into the organizational opportunities available to them given the right investment into e-interns and internship schemes.

scholarly journals Children's palliative care: examination of a nursing rotation programme

2021 ◽  
Vol 27 (1) ◽  
pp. 20-29
Author(s):  
Lisa Whiting ◽  
Mark Whiting ◽  
Julia Petty ◽  
Michele O'Grady
Keyword(s):  
Palliative Care ◽  
Learning Experience ◽  
Knowledge Exchange ◽  
Comfort Zone ◽  
New Knowledge ◽  
Support Mechanisms ◽  
Hospital Wards ◽  
Competency Assessments ◽  
Insight Into ◽  
Future Plans

Background: An 8-month rotation programme was implemented for five nurses employed in two kinds of children's palliative care environments: hospital wards and hospices. This study reports the views of the nurses completing the rotation. The research drew on appreciative inquiry and involved a pre- and post-rotation interview and questionnaire. Thematic analysis of the interviews revealed seven themes: adjusting to the rotation programme; support mechanisms; being safe; new knowledge and skills; knowledge exchange; misconceptions; future plans. These were supported by the questionnaire findings. Although the nurses identified some frustration at having to undertake competency assessments relating to previously acquired skills, as well as being out of their ‘comfort zone’, all the participants highly recommended the programme. They commented very positively on the support they received and the overall learning experience as well as the new insight into different aspects of care. In addition, they were able to share their newfound knowledge and expertise with others.

Does Zhongyong thinking affect voice behavior? The mediating role of psychological safety

2021 ◽  
Vol 49 (8) ◽  
pp. 1-8
Author(s):  
Guodong Yang ◽  
Yingwei Ji ◽  
Qiumeng Xu
Keyword(s):  
Structural Equation ◽  
Psychological Safety ◽  
Mediating Effect ◽  
Master Of Business Administration ◽  
Equation Modeling ◽  
Voice Behavior ◽  
Mediating Role ◽  
Business Administration Students ◽  
Part Time

Zhongyong, as a typical Confucian thinking model, is related to employees' voice behavior. In this research we explored the relationship between Zhongyong thinking and employees' voice behavior, and examined the mediating effect of psychological safety in this relationship. Survey data were collected from 218 part-time Master of Business Administration students from two Chinese universities. The structural equation modeling results demonstrate that Zhongyong thinking was positively related to psychological safety, and that psychological safety was positively related to voice behavior. Further, psychological safety mediated the Zhongyong thinking–voice behavior relationship. These results suggest that organizations can encourage voice behavior by enhancing employees' Zhongyong thinking and by boosting their perception of psychological safety in the workplace.

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Is Customer Satisfaction Driving Revenue A Longitudinal Analysis With Evidence From The Banking Industry

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Gerhard Winkler ◽  
Markus S. Schwaiger
Keyword(s):  
Customer Satisfaction ◽  
Banking Industry ◽  
Positive Impact ◽  
Time Lag ◽  
Retail Banking ◽  
Long Run ◽  
Long Term Impact ◽  
Insight Into ◽  
Longitudinal Dataset

The connection between customer satisfaction and the financial performance of companies has been under academic scrutiny for quite some time. Evidence regarding the long term impact of customer satisfaction is however relatively scarce. Furthermore, research has so far often neglected potential industry idiosyncrasies in estimating the consequences of changes in customer satisfaction. We provide an insight into the overall long run impact of customer satisfaction on operating revenues based on a longitudinal dataset for the Austrian retail banking industry. Our results corroborate the intuition of a positive long run effect of satisfaction on revenues. We can show, that a time lag of 1,5 years has to elapse for satisfaction to have a positive impact on sales.

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