Intersecting journeys in creating learning communities in executive education
Bibliographic Data
| ID | 6134505 |
|---|---|
| Authors | Schon Beechler (INSEAD Business School, USA), Rachel Ciporen (Teachers College, Columbia University, USA), Lyle Yorks (0000-0002-3865-2528, Teachers College, Columbia University, USA, corresponding author) |
| Year | 2013 |
| Volume | 11 |
| Issue | 3 |
| Pages | 253-278 |
| Publication date | 2013-05-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750313485608 |
| OpenAlex | W2312678402 |
| Language | EN |
| References cited | 14 |
This article explores the findings from an action research project which tracked the evolution of The Executive Program (EP) (a pseudonym), a four-week open enrollment senior executive program at a major university in the United States. The decade-long journey grew from a program redesign initiative to a process of ongoing change through insider action research. Through the process the faculty director and collaborating faculty unexpectedly experienced an epistemological shift. The EP was transformed from a traditional ‘teacher as expert’ model with a focus on cognitive learning to a holistic learning community that emphasized broader participant involvement and a wider range of learning approaches. This article is the product of the authors' collaborative meaning-making through the lens of developmental action inquiry and adult learning theory
Action (physics · Action research · Insider · Pedagogy · Political science · Process (computing · Pseudonym · Public relations · Scholarship · Sociology · Evaluation of Teaching Practices · Innovative Education and Learning Practices · Psychology · Reflective Practices in Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |