John Burgoyne
Biographic Data
| ID | 5135982 |
|---|---|
| NAME | John Burgoyne |
| GIVEN NAMES | John |
| FAMILY NAME | Burgoyne |
| SIGNATURE | BURGOYNE J |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0001-6854-5646 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
An Obituary: Professor David S. Weaver – 30th June 1940 – 24th September 2023
On the 25th of September 2023, as this issue of Arms & Armour was being prepared for publication, we learned with great sadness of the death of David Weaver. Dave was someone who for many years had
Annotator subjectivity in harmony annotations of popular music
Reference annotation datasets containing harmony annotations are at the core of a wide range of studies in music information retrieval (MIR) and related fields. The majority of these datasets contain single reference annotations describing the harmony of each piece. Nevertheless, studies showing differences among annotators in many other MIR tasks make the notion of a single ‘ground-truth’ reference annotation a tenuous one. In this paper, we int…
On stopping doing those things that are not getting us to where we want to be: Unlearning, wicked problems and critical action learning
This article explores the idea of unlearning on the basis of empirical data drawn from 73 social workers’ accounts of addressing their problems and challenges in critical action learning sets. To address intractable or wicked problems, characterized by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what…
Action learning
Learning Organization
The concept of the learning organization became popular around 1990 with the publication in the USA of Senge's (1990) Fifth Discipline and in the UK of Pedler, Burgoyne, and Boydell's (1991) Learning Company .
Evaluating action learning: A Critical Realist Complex Network Theory Approach
This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around complex systems and networks. Network theory is the general proposition that the world can be understood a…
Issues in action learning: A Critical Realist Interpretation
The purpose of this paper is to argue that the perspective of ‘critical realism’ has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be the subject of criticism? (3) What gets carried forward from action learning by way of learning? Cri…
Management Learning: Integrating Perspectives in Theory and Practice
The Arena Thesis: Management Development as a Pluralistic Meeting Point
Clinicians into Management. The Experience in Context
This paper interprets the experience of a sample of 60 clinicians becoming involved in formal management, mainly at hospital unit level, in the historical context of changing health service organisation. This includes the introduction of managerialism and the evolution of the NHS into a structured network based around purchaser/provider relationships. The conclusion is that these clinicians are becoming involved in management, and making the pers…
The Judgement Process in Management Students' Evaluation of their Learning Experiences
The ideal approach to evaluating management development programmes has often been held to involve objective measurement of achievement of criteria, carried out within an experimental design which allows any chance discovered to be attributed to the programme itself rather than any other factor. In practice many evaluation studies rely on the collection, after the programme, of evaluative opinions from the participants. Campbell et al. (1970) have…
On stopping doing those things that are not getting us to where we want to be: Unlearning, wicked problems and critical action learning
This article explores the idea of unlearning on the basis of empirical data drawn from 73 social workers’ accounts of addressing their problems and challenges in critical action learning sets. To address intractable or wicked problems, characterized by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what…
Issues in action learning: A Critical Realist Interpretation
The purpose of this paper is to argue that the perspective of ‘critical realism’ has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be the subject of criticism? (3) What gets carried forward from action learning by way of learning? Cri…
The Judgement Process in Management Students' Evaluation of their Learning Experiences
The ideal approach to evaluating management development programmes has often been held to involve objective measurement of achievement of criteria, carried out within an experimental design which allows any chance discovered to be attributed to the programme itself rather than any other factor. In practice many evaluation studies rely on the collection, after the programme, of evaluative opinions from the participants. Campbell et al. (1970) have…
The Judgement Process in Management Students' Evaluation of their Learning Experiences
The ideal approach to evaluating management development programmes has often been held to involve objective measurement of achievement of criteria, carried out within an experimental design which allows any chance discovered to be attributed to the programme itself rather than any other factor. In practice many evaluation studies rely on the collection, after the programme, of evaluative opinions from the participants. Campbell et al. (1970) have…
Clinicians into Management. The Experience in Context
This paper interprets the experience of a sample of 60 clinicians becoming involved in formal management, mainly at hospital unit level, in the historical context of changing health service organisation. This includes the introduction of managerialism and the evolution of the NHS into a structured network based around purchaser/provider relationships. The conclusion is that these clinicians are becoming involved in management, and making the pers…
Management Learning: Integrating Perspectives in Theory and Practice
The Arena Thesis: Management Development as a Pluralistic Meeting Point
Issues in action learning: A Critical Realist Interpretation
The purpose of this paper is to argue that the perspective of ‘critical realism’ has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be the subject of criticism? (3) What gets carried forward from action learning by way of learning? Cri…
Evaluating action learning: A Critical Realist Complex Network Theory Approach
This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around complex systems and networks. Network theory is the general proposition that the world can be understood a…
Action learning
Learning Organization
The concept of the learning organization became popular around 1990 with the publication in the USA of Senge's (1990) Fifth Discipline and in the UK of Pedler, Burgoyne, and Boydell's (1991) Learning Company .
On stopping doing those things that are not getting us to where we want to be: Unlearning, wicked problems and critical action learning
This article explores the idea of unlearning on the basis of empirical data drawn from 73 social workers’ accounts of addressing their problems and challenges in critical action learning sets. To address intractable or wicked problems, characterized by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what…
Annotator subjectivity in harmony annotations of popular music
Reference annotation datasets containing harmony annotations are at the core of a wide range of studies in music information retrieval (MIR) and related fields. The majority of these datasets contain single reference annotations describing the harmony of each piece. Nevertheless, studies showing differences among annotators in many other MIR tasks make the notion of a single ‘ground-truth’ reference annotation a tenuous one. In this paper, we int…
An Obituary: Professor David S. Weaver – 30th June 1940 – 24th September 2023
On the 25th of September 2023, as this issue of Arms & Armour was being prepared for publication, we learned with great sadness of the death of David Weaver. Dave was someone who for many years had
Computer Science (8 works) · Epistemology (7 works) · Sociology (5 works) · Psychology (4 works) · Action (physics (3 works) · Action learning (3 works) · Artificial Intelligence (3 works) · Critical Realism in Sociology (3 works) · Knowledge management (3 works) · Management and Organizational Studies (3 works)