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HO30.4185 2015 50407 124—dez3 2015026462 Contents List of Fig F Tables, and Boxes sword Pref Notes on Contributors Part I Introduction: Why Human Centered Management in Executive Education? Teresa Lepeley 1 Management and Executive Education in Italy: \der Perspective Ronald W. Tarr and Joseph A. Weeks J. ‘Cooperation Council’s Public Sector Executive n: Relevance, Trends, Challenges, and Opportunities Biygautane Centered Approach in Executive Education at ESAN Graduate School of Business in Peru Lyla Arbaiza (© Mental Models Matter: Ways to an Intercultural Executive is Dierksmeier, Katharina Hoegl, and Michael Wi xil 16 30 49 el 82. 9613 Action Learning: Lecturers, Learners, and Managers at the Center of Management Education in Brazil xt of courses developed by academic managers and. Jucational goals defined ula, the syl 1 activities Selected to develop students’ competencies. ove all, higher education in management Is a social movemer 1 because all management actions are embedded in a social and cul ss and produced in dynamic social interactions. ‘echnical dimension of professional education, for practice, but also must incorporate the social cultural dimensions that are unique to manager lations of future actions. is vision should prevail at undergraduate level in manage Brazil to educate professionals apt to improve ma "Education Brozit organizations in the public and private sectors as a condition to fos society's well-being from the Brazilian higher education dimension. ‘According to the Brazilian Ministry of Education, the higher educati census shows that there are 2,333 undergraduate courses in managem with more than 1,102,579 students enrolled, representing 20 percent of t number of students in higher education in the country. Despite this hi level of enrollment in undergraduate management courses, a large numt of students do not work in management after graduation. nong the current concerns it is said that management courses ha failed to articulate theory and practice, placing strong emphasis on tt retical assumptions that are disjointed from business practices, and lack of a motivating learning environment deters lecturers as much as 5 dents. This finally compromises management education and increases gap between educational theories and professional practice. Stephen (1997) has emphasized the urgency to close the gap between managen practices and learning management and has proposed a new field of st identified as management learning. ‘Management learning encompasses a complex construct (Kayes, that links learning processes, including action, cognition, experience, reflection as interdependent factors to be integrated in the process ‘managerial education to broaden the scope of professional development i ‘a more holistic learning experience. In this chapter, I discuss a proposal for management learning develo} for the Brazilian context, with assumptions anchored in principles of act learning but with a stronger focus on experience. This action learning syst was developed to link closely theory and practice, reflection, and action help students become active participants in the learning process. ‘The next section presents a description of the system followed by a set practical imy ications for management education in organizations. Rel om the discussions undertaken may contribute to impt learning processes in management education and disseminate wh ‘and Kolb (2005) call “the new science of learning An action learning system to management education ‘Theoretical analysis about an action learning system began in 2010 with purpose to discuss assumptions about the theoretical perspective of | ing, which was initially designed to solve organizational problems in went education rect Ing methodology because “all forms of action learning share el real people resolving and taking action on real problems in real time 1g while doing”. Anielson Barbosa da Silva 211 When action learning is used in management education it opens possibil- to enhance management training establishing abundant links between wry and practice, reflection and action, and learning and teaching. iva et al. (2012) present a theoretical perspective about the system and liscuss specific elements of each dimension that streamline the proposal in context of management in higher education, The action learning system for management education Is based on the of adult learning theories (Knowles et al., 2011), emphasizing tical perspectives of experiential learning (Fenwick, 2003; Merriam |, 2007; Merriam and Bierema, 2014), reflective practices proposed by (1983, 1987), and considering learning acquired by reflection about wn practice (Merriam and Bierema, 2014). also includes the notion of the ng environment as an emerging concept in adult education (Merriam Brocket, 2007) and the diffusion of active teaching strategies (Hayes, MM; Ukens, 2007; Wurdinger and Carlson, 2010) Experiential learning, one of the schools of thought in action learning heory (O'Neil and Marsick, 2007), plays a leading role in the dynamics of action learning system, incorporating action, cognition, experience, and ection (Kayes, 2002) that leverage the learning processes. The action learning system used a constructivist view to develop man- int education to help lecturers and students to develop professional npetencies in the organizational context. The system is focused on action experience and aims to enhance the student's learning participating in a laborative learning environment, where team members share experiences renerate change, The system recognizes cognitive, affective, and person- y differences that impact the learning process and characterize learning. ies of students and lecturers The system also considers the complex and dynamic nature of experi- 1e development of reflective practice, and the dissemination of active strategies. Such dimensions enhance the learning processes in the \d help lecturers planning and deploying action teach nsiders and 1g students to prepare jem effectively to mobilize knowledge, skills, tudes in the context of professional action. ‘The action learning system facilitates the development of attributes that legration of| tion-action, from real-life experience of learning. ‘on the environment of professional performance, considering cul- and emotional differences along the life of the apprentice, fostering ronments that motivate students to lea n. The action learning system for education in management has five nensions, as shown in Figure 13.1212 Action Lea Figure 13.1 The action reveals that the environmen necessary to assess how behavior Figure 13.1, ‘The first version of the at management education was developed by Silva et al. (2012) with five ions aligned in a circus lar format but without direct links among them because at that time it was not possible to establish such connections, basically because It was a theo retical construct developed from assumptions and the view of the authors, After several empirical studies in 2012, 2013, and 2014, ronment became prominent in the system as the integrator of dimensions. Analysis of the learning er in the process of managem: mul principles that shape actions in the soci can compromise professional developm exchange amot complex nature of the action learning. syst agement, ‘The student, as a mediated by First dimension: Learning environment ‘The learning environment delimits how lecturers and students act in the of teaching and needs to cor learning. Second dimension: Learning styles Another dimension that impacts the le: 1n learning system is the learning style of students enhance learning (Wlodkowski, 2004),Anielson Barbosa da Siva 215 ognize broaden exp styles cognitive behavioral and in the learning environment is a challenge for lecturers, w! so using teaching strategies that promote interaction between lecturers , as well as making the learning experience meaningful and present 18 types of are linked to the psychological dimension, five focused on the ces leading to sig- and lecturers to reflect 84). The experienth ng process and a mt = AE+CE. New knowledge, i the four modes of e learning process more mean eymolds and Vince, 2004) ‘h dimension: Reflective practice in simply understanding. Jing. Commonly managers focus more on act lect when incorporated in the processes of management education versity context, fosters competency develoy action, For Marsick and Wat n of coneepts in practi mn is a complex concept mainly because there is no consensus lecturers and students recognize tion among action,Reynolds, 1998). Reflection is understood as a process that involves four stages (Daudell 1 of @ problem, (b) analysis of the problem, of a theory to expl problem, and earning only occurs in the last stage, action and reflection are integrated processes and need to be present ‘management practice. ‘The reflection can be learned and Is encouraged in a classroom cont higher educat t encourage stud action, approaching t ‘exchange of experiences in a learning environment, ‘An analysis of teaching practices used in management education shov humerous active teaching strategies, including the case method, probl based learning, simul and business games as alte the learning process. These strategies are eflective for students to devel ‘managerial competencies to succeed in life and In their careers (Haw 2004). The theoretical basis of active teaching strategies is ing that stimulates students’ pa (Wurdinger and Carlson, 2010). Anielson Barbosa da Silva 217 ‘The active teaching strategies produce a conversational lear 2005) because students are encouraged to bul process classrooms are self-contained and con strategies fa occur and the process of ‘managerial educati ‘The articulation of plexity of its deploymes ing factors, resources and fed time for conducting interest of lecturers, or students lack of the teaching strategies in action 1997), The action learning processes can. directed, reflective, and participative to n grows in popularity offering a wide va ions in managerial training in career programs, knowledge manage- nent, leader development, problem-solving, building teams, and increasing. viduals’ skills (Raelin, 2006) Reynolds and. jernatives to for ig and knowledge are derived from and ‘work experience. and development tegrated with daily“Antes arbosa da Silva 219 organizations must take precedence and learning. processes must play the role of a change age objective of man: agement learning proposed by Sa ning students ani future managers in learning strategies that help to understand the thinl ing and leaning processes. The system encourages the development of competencies for action in the personal and professional context because it puts the learner at the center of the management education process. ‘Therefore, an important aspect of the ac her education in management is the development of leaders, This assumption is supported by Leonard and Lang (2010) who state tha action learning Is used in the development of leaders’ behavior. In this con text of change, some experiences and studies (Hughes, 2010; Leonard and fo et al., 2010) show that action learning cipal method for building leadership learning system in the cons ‘The perspective of ac ygement education processes \d proposes alternatives to improve work from a practical perspective. Conclusions 1 This chapter presents an action learning system for management education ih the objective to boost the process and introduces new dimensions that jould be incorporated in the training process to facilitate professional edi in management in a more effective way. The proposed system has ications for people development in organizat yment of transforma jons managers as change agents and f -arning in organizations. Marquardt et al be developed tion ssuch as insigl real work experience, and accot action learning can add more value than other approaches to leadership ‘After the analysis of various instances of program implementation, Leonard and Lang (2010) conclude that contrary to traditional prog +h present difficulties to apply learning upon return to the org: action learning works with real and global challenges faced by leaders in) everyday organizational life. ‘The spread of the action leaming system in the context of higher edu» cation contributes to the development of professional competencies thal enhance the performance of learners wh tions, Human resource managemer ‘but on policies that transt leadership ski king the leader Among those ‘ment in Brazil needs to undergo profound -xible curricula in synch ‘dynamics of the work srmations the society goes through in light of emerging p angements. transfer of knowledge at organizational level, The development of peopl200 Action Learning: to assess and re-design an a improve the way the current scenario are References ‘de Ensino balizadas pela XXXVI Encont Dc: American Psychological Associa te Work Practice A; Jssey- jam, S.B.and Brocket, R.G, (2007). 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