Learning together, learning apart: integrated action learning through a socio-technical systems lens

Wilson, Hannah; Tucker, Matthew; Hannibal, Claire; Qu, Zhuohua

Abstract

To contribute to current debate concerning approaches to teaching and learning for researching complex work-based problems, we focus on the Doctorate of Business Administration (DBA) programme. We examine the development of an integrated action learning approach as part of a part-time DBA offered by a university in the UK. In adopting the lens of socio-technical systems (STS) theory we address two important questions; how can action learning be adapted on a DBA programme to enhance students' learning together and learning apart? And, what insights can be drawn from conceptualising DBA learning as a socio-technical system? Through the collection of natural data from student feedback, meeting notes, action logs and the facilitators reflections, we develop a framework of integrated action learning as a socio-technical system. Through this framework we propose a model of action learning that enhances the ability of students to learn together and learn whilst apart. We also reflect on how technology has enabled distance learners to interrogate their complex work-based problems through collaborative questioning, focused on research-based inquiry, both together, and apart on their own learning journey.

Citation

WILSON, H., TUCKER, M., HANNIBAL, C. and QU, Z. 2021. Learning together, learning apart: integrated action learning through a socio-technical systems lens. Action learning: research and practice [online], 18(1): adaptive action learning, pages 5-19. Available from: https://doi.org/10.1080/14767333.2020.1843403

• Journal Article Type: Article
• Acceptance Date: Oct 14, 2020
• Online Publication Date: Nov 16, 2020
• Publication Date: Apr 30, 2021
• Deposit Date: Nov 20, 2023
• Publicly Available Date: Nov 28, 2023
• Journal: Action learning: research and practice
• Print ISSN: 1476-7333
• Electronic ISSN: 1476-7341
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 18
• Issue: 1
• Pages: 5-19
• DOI: https://doi.org/10.1080/14767333.2020.1843403
• Keywords: Adaptive action learning; Technology; Collaboration; Research based inquiry; Critical reflection
• Public URL: https://rgu-repository.worktribe.com/output/2015709