Intersecting journeys in creating learning communities in executive education. Issue 3 (September 2013)

• Record Type: Journal Article
• Authors: Beechler, Schon; Ciporen, Rachel; Yorks, Lyle
• Is Part Of: Action research. Volume 11:Issue 3(2013)
• Page Start: 253
• Page End: 278
• Publication Date: 2013-09
• Subjects: Action inquiry -- learning communities -- open enrollment senior executive education; Action research -- Periodicals; 300.72
• DOI: 10.1177/1476750313485608
• Languages: English
• ISSNs: 1476-7503

Abstract

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.