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

Research output: Contribution to conference without publisher/journalPaper without publisher/journalResearchpeer-review

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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 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.
Original languageEnglish
Publication dateApr 2018
Number of pages15
Publication statusPublished - Apr 2018
EventInternational Conference on Organizational Learning and Knowledge Capabilities - Hilton Hotel Liverpool, Liverpool, United Kingdom
Duration: 26 Apr 201827 Apr 2018
Conference number: 12

Conference

ConferenceInternational Conference on Organizational Learning and Knowledge Capabilities
Number12
LocationHilton Hotel Liverpool
CountryUnited Kingdom
CityLiverpool
Period26/04/201827/04/2018

Cite this

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. Paper presented at International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, United Kingdom.
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. Paper presented at International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, United Kingdom.15 p.
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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. Paper presented at International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, United Kingdom.

Research output: Contribution to conference without publisher/journalPaper without publisher/journalResearchpeer-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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AU - Stegeager, Nikolaj W.M.

PY - 2018/4

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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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M3 - Paper without publisher/journal

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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. Paper presented at International Conference on Organizational Learning and Knowledge Capabilities, Liverpool, United Kingdom.