Organizational Change in Continuing Education

A case study of action research as a pedagogical strategy within continuing education

Stine Bylin Bundgaard, Nikolaj W.M. Stegeager

Publikation: Konferencebidrag uden forlag/tidsskriftPaper uden forlag/tidsskriftForskningpeer review

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Resumé

When organizations choose to spend resources on educating their employees in subject specific areas it is well known that it can be quite challenging to anchor and use the knowledge acquired through education in the organizational context (Tannenbaum and Yukl; 1992; Willert et al., 2011). This is known as the problem of transfer of training (Baldwin & Ford, 1988; Burke & Hutchins, 2007). However, most research within the field of transfer of training has been focusing on transfer after the training has come to an end (Van Merriënboer, 2002, Stegeager et al. 2013). In this article, we are especially interested in the process of transfer that occurs during training, and how educational settings can be constructed so that the students become active learners, combining knowledge, skills and inspiration from their training with the practice and organizational challenges they face as managers in their daily practice. Thus, the aim of this paper is to identify the pros and cons of implementing action research as a pedagogical strategy in order to converge theory and practice in university-based Continuing Education. This study is a case study involving students from the Master’s program of Vulnerable Children and Youth at Aalborg University.
OriginalsprogEngelsk
Publikationsdatoapr. 2018
Antal sider15
StatusUdgivet - apr. 2018
BegivenhedInternational Conference on Organizational Learning and Knowledge Capabilities - Hilton Hotel Liverpool, Liverpool, Storbritannien
Varighed: 26 apr. 201827 apr. 2018
Konferencens nummer: 12

Konference

KonferenceInternational Conference on Organizational Learning and Knowledge Capabilities
Nummer12
LokationHilton Hotel Liverpool
LandStorbritannien
ByLiverpool
Periode26/04/201827/04/2018

Emneord

  • organizations
  • education
  • action research
  • theory
  • knowledge
  • pedagogy

Citer dette

Bundgaard, S. B., & Stegeager, N. W. M. (2018). Organizational Change in Continuing Education: A case study of action research as a pedagogical strategy within continuing education. Afhandling præsenteret på International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, Storbritannien.
Bundgaard, Stine Bylin ; Stegeager, Nikolaj W.M. / Organizational Change in Continuing Education : A case study of action research as a pedagogical strategy within continuing education. Afhandling præsenteret på International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, Storbritannien.15 s.
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abstract = "When organizations choose to spend resources on educating their employees in subject specific areas it is well known that it can be quite challenging to anchor and use the knowledge acquired through education in the organizational context (Tannenbaum and Yukl; 1992; Willert et al., 2011). This is known as the problem of transfer of training (Baldwin & Ford, 1988; Burke & Hutchins, 2007). However, most research within the field of transfer of training has been focusing on transfer after the training has come to an end (Van Merri{\"e}nboer, 2002, Stegeager et al. 2013). In this article, we are especially interested in the process of transfer that occurs during training, and how educational settings can be constructed so that the students become active learners, combining knowledge, skills and inspiration from their training with the practice and organizational challenges they face as managers in their daily practice. Thus, the aim of this paper is to identify the pros and cons of implementing action research as a pedagogical strategy in order to converge theory and practice in university-based Continuing Education. This study is a case study involving students from the Master’s program of Vulnerable Children and Youth at Aalborg University.",
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Bundgaard, SB & Stegeager, NWM 2018, 'Organizational Change in Continuing Education: A case study of action research as a pedagogical strategy within continuing education' Paper fremlagt ved International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, Storbritannien, 26/04/2018 - 27/04/2018, .

Organizational Change in Continuing Education : A case study of action research as a pedagogical strategy within continuing education. / Bundgaard, Stine Bylin; Stegeager, Nikolaj W.M.

2018. Afhandling præsenteret på International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, Storbritannien.

Publikation: Konferencebidrag uden forlag/tidsskriftPaper uden forlag/tidsskriftForskningpeer review

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T1 - Organizational Change in Continuing Education

T2 - A case study of action research as a pedagogical strategy within continuing education

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N2 - When organizations choose to spend resources on educating their employees in subject specific areas it is well known that it can be quite challenging to anchor and use the knowledge acquired through education in the organizational context (Tannenbaum and Yukl; 1992; Willert et al., 2011). This is known as the problem of transfer of training (Baldwin & Ford, 1988; Burke & Hutchins, 2007). However, most research within the field of transfer of training has been focusing on transfer after the training has come to an end (Van Merriënboer, 2002, Stegeager et al. 2013). In this article, we are especially interested in the process of transfer that occurs during training, and how educational settings can be constructed so that the students become active learners, combining knowledge, skills and inspiration from their training with the practice and organizational challenges they face as managers in their daily practice. Thus, the aim of this paper is to identify the pros and cons of implementing action research as a pedagogical strategy in order to converge theory and practice in university-based Continuing Education. This study is a case study involving students from the Master’s program of Vulnerable Children and Youth at Aalborg University.

AB - When organizations choose to spend resources on educating their employees in subject specific areas it is well known that it can be quite challenging to anchor and use the knowledge acquired through education in the organizational context (Tannenbaum and Yukl; 1992; Willert et al., 2011). This is known as the problem of transfer of training (Baldwin & Ford, 1988; Burke & Hutchins, 2007). However, most research within the field of transfer of training has been focusing on transfer after the training has come to an end (Van Merriënboer, 2002, Stegeager et al. 2013). In this article, we are especially interested in the process of transfer that occurs during training, and how educational settings can be constructed so that the students become active learners, combining knowledge, skills and inspiration from their training with the practice and organizational challenges they face as managers in their daily practice. Thus, the aim of this paper is to identify the pros and cons of implementing action research as a pedagogical strategy in order to converge theory and practice in university-based Continuing Education. This study is a case study involving students from the Master’s program of Vulnerable Children and Youth at Aalborg University.

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Bundgaard SB, Stegeager NWM. Organizational Change in Continuing Education: A case study of action research as a pedagogical strategy within continuing education. 2018. Afhandling præsenteret på International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, Storbritannien.