Introduction to Conferences as Sites of Learning and Development: Using participatory action learning and action research approaches

Abstract

This chapter introduces the main aims of this book, namely to apply and expand upon the concept of the ‘learning conference’ as a site of learning and development, using the paradigm and methodologies of participatory action learning and action research (PALAR) and action leadership (Zuber-Skerritt, 2011). It demonstrates how (1) application of the learning conference concept can maximize learning opportunities, and subsequently successful research outcomes through publication of conference papers, to help bring about sustainable professional, organizational and community development, and (2) ALARA – the Action Learning and Action Research Association – has enabled and supported work in this area. It explains how the authors contributing to this book reflect on their rich experience of ALARA congresses and other conferences, on their practical and theoretical work, and on their insights and conclusions over 25 years of action learning and action research (ALAR) work. Here they contextualize these reflections in the light of global developments in this increasingly troubled twenty-first century marked by greater complexity through technology, globalization, neoliberalism, climate change and other sources of practical and ideological change, all of which enhance the conceptual and practical utility of the learning conference. The chapter argues that, and illustrates how, in this new era, PALAR and action leadership are appropriate methodologies for resolving complex problems of personal, professional, organizational and community development and sustainability. It offers working definitions of the key concepts used in this book, as agreed by all authors, and further developed throughout the chapters. This book makes a significant contribution to the field through the diversity of perspectives, incorporated within the community of practice that ALARA has built through a learning conference culture over time. There are many books on action learning and action research, but this is the first to focus on the characteristics and development of a learning conference culture in theory and practice to maximize the learning experience. This significant contribution is relevant to the work of both early career and experienced researchers.