Action Leadership (eBook)

Towards a Participatory Paradigm

Ortrun Zuber-Skerritt (Autor)

eBook Download: PDF

2011 | 2011
XXIX, 258 Seiten
Springer Netherlands (Verlag)
978-90-481-3935-4 (ISBN)

Infos

Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that 'Learning does not mean to fill a barrel but rather to ignite a flame' in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what's needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels.

 Action Leadership: Towards a Participatory Paradigm explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR; and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.

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Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that "e;Learning does not mean to fill a barrel but rather to ignite a flame"e; in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and action leaders are precisely what's needed to improve how people and organizations engage constructively to address the myriad complex issues challenging society at all levels. Action Leadership: Towards a Participatory Paradigm explains and illustrates how action leadership can be developed through participatory action learning and action research (PALAR). It addresses real-life issues by people who choose to work collaboratively towards shared goals while developing their learning, insights, knowledge, people skills and personal relationships through involvement in a PALAR project. The book provides a conceptual framework for action leadership and for the integrative, practical theory of PALAR; and examples of applications in higher education, management education for organization development, and community development. Readers are encouraged to adopt, adapt and further develop the evolving concepts of action leadership and PALAR in a participatory paradigm of learning, research and development.

Inhalt

Foreword 6
Acknowledgements 8
Contents 9
About the Author 14
Reviewers' Comments 15
List of Acronyms 19
List of Appendices 21
List of Figures 22
List of Tables 24
1 From Action Learning and Action Research to Action Leadership 25
Chapter Overview 25
Introduction 25
Definition of Terms 29
Purpose and Aims 31
Approach 33
Readership 34
Models 35
Storyline 36
Book Content 38
Chapter 2 : PALAR Concepts, Models and Values 39
Chapter 3 : PALAR: Dialectic of Theory and Practice 39
Chapter 4: PALAR Paradigm and Methodology 40
Chapter 5 : Higher Education 40
Chapter 6: Management Education for Organization Development 41
Chapter 7: Community Development 41
Chapter 8 : Action Leadership Within a Participatory Paradigm 41
Limitations and Contributions 42
Chapter Summary 43
Discussion Starters 43
Note 43
Part I Conceptual Framework for PALAR 44
2 PALAR Concepts, Models and Values 45
Chapter Overview 45
Introduction 45
Action Learning 46
Concepts and Characteristics of Action Learning 47
Action Learning Programmes and Projects 49
Terminology 49
An Action Learning Set with Individual Projects 50
Action Learning Team Project 51
Action Learning Programme with Several Team Projects 51
Action Research 54
Concepts and Characteristics of Action Research 56
Participatory Action Research (PAR) 58
Action Science 59
Action Research Requirements and Quality Criteria 60
The Concept of PALAR: Integrating Action Learning (AL) with Participatory Action Research (PAR) 61
PALAR Models 62
A Generic Model for PALAR Programmes 63
Problem Definition and Needs Analysis 63
Start-Up Workshop 64
Project Work 66
Midway Workshop with Specialist Input 66
Project Work (Continued) 67
Concluding Workshop 67
Preparing for Presentations 67
Final Presentation and Celebration 68
Values in a PALAR Culture 68
Core Values 69
First, Advancement and Reflection 69
Second, Collaboration and Effective Use of Processes and Methods 70
Third,Trust and Feedback 70
Fourth,Imagination and Leadership Development 70
Fifth, Openness and Exploration of New Opportunities 70
Sixth,Non-positivist Beliefs and Coaching 70
Seventh and Finally, Success/Significance and Team Results 71
Espoused and Governing Values 72
Model 1 and Model 2 Values and Strategies 72
Success and Failure: Managed Change 74
What Makes PALAR Programmes Successful? 75
Success/Worth 75
Fun/Enjoyment 75
Freedom/Choice 75
Belonging/Respect/Love 75
What Makes PALAR Programmes Unsuccessful? 76
Other Potential Pitfalls and How to Avoid Them 76
Chapter Summary 77
Discussion Starters 78
Notes 78
3 PALAR: Dialectic of Theory and Practice 79
Chapter Overview 79
Introduction 80
Dialectic 81
Praxis 82
PALAR: A Synthesis of Theory and Practice 84
Knowledge Integration 85
Indigeneity 87
Integrating Knowledge and Action 88
Practical Theories 90
Chapter Summary 93
Discussion Starters 94
Note 94
4 PALAR Paradigm and Methodology 95
Chapter Overview 95
Introduction 96
Terminology 97
Dialectic 98
Paradigms 98
Competing Paradigms 100
Language 103
Theoretical Framework 103
Grounded Theory 104
Action Theory 107
Critical Theory 109
Systems Theory 111
Personal Construct Theory (PCT) 114
Theoretical View of Personal Construct Theory 115
Methodological View of Repertory Grid Technology 115
Advantages and Disadvantages 117
Alignment with Other Qualitative Methods 117
Experiential Learning Theory 118
Dialectic Methodology 118
Thesis 119
Antithesis 121
Synthesis 122
Chapter Summary 122
Discussion Starters 124
Appendix 1 124
Repertory Grid Technique: Instructions and Forms for Participants 124
Instructions for Elicitation of Constructs 124
Instructions for Ratings 125
Instructions for Scoring and Interpreting the Grid (Hand Scoring Method) 125
Notes 127
Part II Action Leadership Development and Applications 129
5 Action Leadership Development in Higher Education 130
Chapter Overview 130
Introduction 131
Professional Development in Higher Education 132
Leontiev's Theory of Action 132
A Model of Student Learning 133
A Model of Academic Staff Activities 133
A Model of Staff Development 133
Action Research in Higher Education: The CRASP Model 136
Critical Attitude 137
Research into Teaching 137
Accountability 138
Self-evaluation 138
Professionalism 138
Examples of Action Research as Professional Development 139
Reflections on the Case 142
The Case in Relation to Kelly's Theory 142
The Case in Relation to Leontiev's Theory 142
The Case in Relation to Critical Education Science 143
The Case in Relation to the CRASP Model 144
Limitations 146
Conclusions from the Case 146
Action Leadership Development in Higher Education 147
What Is Action Leadership in Higher Education? 147
General Principles and Characteristics of Academic Action Leadership 148
Leadership in Higher Education at the Institutional Level 151
Leadership in Higher Education at the Professional Developers' Level 153
Leadership in Higher Education at the Academic Staff Development Level 154
A Model of Action Leadership in Higher Education 156
Chapter Summary 157
Discussion Starters 159
Notes 159
6 Management Education for Organization Development 160
Chapter Overview 160
Introduction 161
From Higher Education to Management Education and Development 161
My Story 162
Links Between Higher Education and Management Education and Development 165
Reasons for Collaboration 166
Management Education Through Action Learning 167
A Historic Perspective on Management Education 168
Examples of MBA Through Action Learning 171
Postgraduate Institute of Management, University of Sri Lanka 171
Business School Netherlands 172
Kenan-Flagler Business School, University of New Carolina 173
Learning from Examples and Literature 173
A Generic MBA Programme by Action Learning for Executives 174
Characteristic Features of the Programme 175
Target Group 176
Flexible Delivery Mode 176
Teaching Methods 176
Benefits 177
Limitations 177
Professional Development of Managers and Executives Through PALAR 178
Senior Executive Action Learning (SEAL) Programme 180
Professional Doctoral Thesis by Explication 183
Definition of an Explication 185
Theoretical Assumptions 185
The Quality of a Thesis by Explication 185
Examples of Theses by Explication 187
Assessment 188
Conceptual Model of Knowledge Creation and of a Thesis by Explication 189
Organization Development for the Learning Organization 191
The Learning Organization 192
Why Change Programmes Do Not Produce Change 193
A Model of Emancipatory Action Research for Organizational Change 194
Chapter Summary 199
Discussion Starters 200
Appendix 2 200
MBA (Executive) by Action Learning: Course Outlines 200
Foundation Course 200
Strategic Marketing Management and International Business Relations 201
Strategic Human Resource Management (HRM) 201
Action Learning Project 202
Managerial Accounting and Finance 202
The High-Performing Organization 203
Managers as Researchers 203
Dissertation 204
Overview of Courses and Their Weighting 205
Appendix 3 206
Checklist for Evaluating the Quality of a Doctoral Thesis by Explication 206
Notes 206
7 Community Development 208
Chapter Overview 208
Introduction 209
Community Development 210
Definition 211
Extended Definition: Community Development by People-Researchers 212
Examples 214
Bangladesh 214
East Timor 215
Mexico 216
Colombia 217
Tanzania 219
Zimbabwe 219
The 'Other Africa' 221
Action Leadership Development 224
Development of Lifelong Learning 227
GULL -- The University for Lifelong Learning 227
Bachelor Level 228
Master and Doctor Levels 231
Suggested Timelines 232
Developing Community Educators in Haiti 233
GULL in Australia 234
GULL Pilot with the Samoan Community 235
Chapter Summary 238
Discussion Starters 239
Notes 240
8 Action Leadership Within a Participatory Paradigm 241
Chapter Overview 241
Introduction 241
Goals 242
Achievement of Goals 242
Summary of Work 243
Evaluation of Work Done and Limitations 244
Contribution to Knowledge in Theory and Practice 245
A New Book Genre 245
The Concept of PALAR 246
The Use of Dialectic 246
Models for Professional and Action Leadership Development 247
Model for Organizational Change and Development Through Action Research 247
MBA (Executive) by Action Learning 248
The Senior Executive Action Learning (SEAL) Programme 249
Degrees of Professional Studies Through the Global University for Lifelong Learning (GULL) 249
Model of PALAR for the Advancement of Praxis 249
Significance 250
Action Leadership 251
PALAR 252
Chapter Summary 252
Discussion Starters 253
References 254
Name Index 265
Subject Index 270

Produkt-Details

• Erscheint lt. Verlag: 15.4.2011
• Zusatzinfo: XXIX, 258 p.
• Verlagsort: Dordrecht
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Themenwelt: Wirtschaft ► Betriebswirtschaft / Management ► Unternehmensführung / Management
• Schlagworte: academic staff development • action leadership • Action Learning • Action Research • ALAR • community development • leadership development • leadership in developing countries • learner-centred knowledge creation • Lifelong Learning • Management development • Organization development • PALAR • participatory action learning and action research • professional development
• ISBN-10: 90-481-3935-X / 904813935X
• ISBN-13: 978-90-481-3935-4 / 9789048139354