Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Action learning and the pedagogy of professional doctorates

Action learning and the pedagogy of professional doctorates Purpose – This paper is about action learning and the pedagogy of professional doctorates. The purpose of this paper is to explore the pedagogical problems of the relatively new professional doctorates and consider whether action learning offers potential solutions. Design/methodology/approach – This conceptual paper seeks to answer the question: how good is the fit between the learning processes of action learning and the learning goals of professional doctorates? Findings – The main conclusions of the paper are that action learning can support the learning of students enroled on professional doctorates by helping them realise the following three key learning outcomes, namely, the capacity to contribute to the advancement of knowledge, that is relevant to professional practice; their own personal and professional capabilities as practitioners; and their capacity to bring about change that directly enhances professional practice, i.e. they can make a direct contribution to professional practice, e.g. through some successful project that they undertake. Research limitations/implications – While this paper is not based on research, the main implication is that action learning can offer a valuable pedagogic approach in supporting the learning of professional doctoral candidates towards their goal of making an original contribution to the advancement of professional practice. Practical implications – A second implication is the need for many of those university academics responsible for leading and managing professional doctorates to become more familiar with the theory and practice of action learning. A third implication is the appreciation of the need to weigh up cost against the benefits of using action learning as a pedagogic process on professional doctorates. Originality/value – This conceptual paper is original as it explores the fit of action learning with pedagogic issues of professional doctorates. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education, Skills and Work-based Learning Emerald Publishing

Action learning and the pedagogy of professional doctorates

Loading next page...
 
/lp/emerald-publishing/action-learning-and-the-pedagogy-of-professional-doctorates-41dG7GSZ0t
Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
2042-3896
DOI
10.1108/HESWBL-10-2013-0014
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper is about action learning and the pedagogy of professional doctorates. The purpose of this paper is to explore the pedagogical problems of the relatively new professional doctorates and consider whether action learning offers potential solutions. Design/methodology/approach – This conceptual paper seeks to answer the question: how good is the fit between the learning processes of action learning and the learning goals of professional doctorates? Findings – The main conclusions of the paper are that action learning can support the learning of students enroled on professional doctorates by helping them realise the following three key learning outcomes, namely, the capacity to contribute to the advancement of knowledge, that is relevant to professional practice; their own personal and professional capabilities as practitioners; and their capacity to bring about change that directly enhances professional practice, i.e. they can make a direct contribution to professional practice, e.g. through some successful project that they undertake. Research limitations/implications – While this paper is not based on research, the main implication is that action learning can offer a valuable pedagogic approach in supporting the learning of professional doctoral candidates towards their goal of making an original contribution to the advancement of professional practice. Practical implications – A second implication is the need for many of those university academics responsible for leading and managing professional doctorates to become more familiar with the theory and practice of action learning. A third implication is the appreciation of the need to weigh up cost against the benefits of using action learning as a pedagogic process on professional doctorates. Originality/value – This conceptual paper is original as it explores the fit of action learning with pedagogic issues of professional doctorates.

Journal

Higher Education, Skills and Work-based LearningEmerald Publishing

Published: May 13, 2014

Keywords: Action learning; Pedagogy; Professional doctorate

References