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dc.contributor.authorZuber-Skerritt, O
dc.contributor.authorAbraham, S
dc.date.accessioned2017-08-01T02:30:17Z
dc.date.available2017-08-01T02:30:17Z
dc.date.issued2017
dc.identifier.issn2042-3896
dc.identifier.doi10.1108/HESWBL-05-2016-0037
dc.identifier.urihttp://hdl.handle.net/10072/342477
dc.description.abstractPurpose: The purpose of this paper is to introduce a conceptual framework for work-applied learning (WAL) that fosters the development of managers and other professionals as lifelong learners and practitioner researchers – through reflective practice, action research, action learning and action leadership, for positive organisational change. Design/methodology/approach: The theoretical framework is designed from a holistic, affective-socio-cognitive approach to learning, teaching, research and development. It is based on a phenomenological research paradigm and informed by aspects of various theories, including experiential learning theory, strengths-based theory, grounded theory and critical theory/realism. Findings: Based on classical and recent literature and the authors’ extensive experience, the WAL model presented here is an effective and practical approach to management education, research and development. It is useful for present and future requirements of business, industry, government and society at large in this twenty-first century, and in pursuit of a world of equality, social justice, sustainable development and quality of life for all. This is because of the nature of the research paradigm, particularly its collaborative and emancipatory processes. Originality/value: This paper provides a theoretical, pedagogical and methodological rationalisation for WAL. This model is particularly useful for developing individual, team and organisational learning and for cultivating managers – or professional learners generally – as practitioner researchers. These researchers may act as role models of collaborative action leadership in their organisations with a cascading effect. This paper therefore advances an incipient literature on practitioner researchers as action leaders.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherEmerald Insight
dc.relation.ispartofpagefrom35
dc.relation.ispartofpageto50
dc.relation.ispartofissue1
dc.relation.ispartofjournalHigher Education, Skills and Work-based Learning
dc.relation.ispartofvolume7
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchcode130399
dc.titleA conceptual framework for work-applied learning for developing managers as practitioner researchers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Education
gro.rights.copyright© 2017 Emerald. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorZuber-Skerritt, Ortrun D.


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