A case study of action learning in an MBA program

Abstract

Purpose – Action learning has long been a recognized mechanism for ensuring deep and effective learning. The purpose of this paper is to describe an MBA program where the approach to study is informed and driven by action learning. Design methodology/approach – The nature, ethos, and theoretical foundations of this degree are described. Action learning principles are outlined, the design of the course is described and its contribution to participants and their organizations considered. Findings – The effectiveness of an action learning approach in management education is demonstrated through consideration of the program, the nature of the learning experience it entails, students' experiences and their uptake of learning, examples of which are discussed in the paper. Research limitations/implications – The paper shows how a program can be formulated with action learning at its core and some of the implications of doing so. It also discusses the impact that action learning has on the effectiveness of participants in the workplace. Originality/value – Take‐up of an action learning approach in formal management education has been slow, the paper offers a unique example of how this can be integral to a course and lead individuals to develop new managerial mindsets.

Citation

Johnson, C. and Spicer, D.P. (2006), "A case study of action learning in an MBA program", Education + Training, Vol. 48 No. 1, pp. 39-54. https://doi.org/10.1108/00400910610645725