A mentoring programme based on competency development at a Spanish university: an action research study

Lleó, Álvaro; Agholor, Darlington; Serrano, Nicolás; Prieto‐Sandoval, Vanessa

doi:10.1080/03043797.2017.1415298

Cited by 12 publications

(13 citation statements)

References 43 publications

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“…Operations Management conferences feature papers on case teaching, using virtual reality, online video lectures and gamification as methodologies. Improving teamworking competence through action learning contributes a new theme to this agenda little explored until now (Costas Santos et al, 2012;Lleó et al 2018). The associated research in this article reflects also the praxeology of the scholarship of teaching presented recently by Coghlan and Coughlan (2018).…”

Section: Reflection On the Implications Of The Story In The Light Of Experience And Theorymentioning

confidence: 79%

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Improving teamworking competence through action learning. Experiences in operations management education

García-Palao

Mestre

Coughlan

2019

Action Learning: Research and Practice

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Teamworking competence is essential in many operations management environments and can be developed through formal education and practice-based experiences. The main objective of this paper is to describe and to reflect on how to facilitate students in their development in teamworking competence through action learning in Operations Management education. The research design is built around action learning research undertaken by faculty members enquiring into student action learning cycles. What emerges is an understanding of a contingent connection between the classic Tuckman teamworking stages and educator interventions where the nature and timing of the interventions differ as the team evolves. These new practice-based insights illustrate the co-development of students' teamworking competence and educators' capability to facilitate learning in action about teamworking. They can be used as a guide for educators and practitioners involved in the development of teamworking competence to design and implement an action learningbased educational initiative.

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Section: Reflection On the Implications Of The Story In The Light Of Experience And Theorymentioning

confidence: 79%

“…There is evidence of the use of AL in higher education (Gibbs et al, 2017) as part of blended learning (Edmonstone and Robson, 2013;Hauser, 2010;Lleó et al, 2018).…”

Section: Action Learningmentioning

confidence: 99%

Improving teamworking competence through action learning. Experiences in operations management education

García-Palao

Mestre

Coughlan

2019

Action Learning: Research and Practice

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“…• The concept of inclusive education, able to reach all the subjects in the "pedagogical" space; • The concept of metacognition, with the aim of bringing the students, with due solicitations, to the awareness of their choices. This requires developing the ability to reflect on what happens during the learning process and on the related most suitable strategies [33] [34]; • The formalization of the traditional model consisting of a student's modelling (imitative process), coaching (systematic teacher assistance), scaffolding (deepening and stimulation), and fading (gradual reduction of teaching support); • The mentorship technique, which implies guided learning between an experienced subject (mentor) and one with less experience (protégé) [35]; • The cognitive learning model made up of the articulation or the exposition of the experiences of the students, from the reflection or growth in the comparison with a senior expert and from the exploration or new vision of the problems and related solutions.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In order to address the research questions above, the Action Research (AR) theory has been identified as the correct framework to use. This research strategy is used to solve a practical problem and to produce guidelines for best practice [36]. The theory has been developed by Kurt Lewin and he described it as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" [37].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Empowering Talented Students: An Italian Experience of an Enriched Curriculum in Engineering

2019

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This paper summarizes the design, the activities performed and the main results achieved by an innovative teaching program, set-up for the talented freshmen in Engineering Bachelor's courses at an Italian technical University, the Politecnico di Torino, Italy, starting from 2013. The project structure is here detailed, year-by-year, with a focus on both the reinforcement of an Engineering standard curriculum, and to the hybrid activities, also in non-technical areas, such as soft-skills, critical thinking, humanities, and creativity. The strategies and methods for the students' selection have been discussed, and the University human resource efforts and the costs involved are justified. The results achieved during a three-year experience, based on structured survey to collect students' feedback, are then critically analysed with the purpose to suggest implementation and further development.

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“…Achieving and reinforcing the theoretical basis of pedagogy and psychology disciplines should not only supplement the communication, personality and social competencies it should be given equal time and attention. The methods of lecture and explanation does not seem to be the most effective form for gaining these competencies, many authors think it is possible to gain them though experience, training, targeted communication development with other people (Lleó et al, 2017;Šauerová Švamberk, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Development Of Personality And Social Competencies Using The Action Research

Richterová¹

2020

European Proceedings of Social and Behavioural Sciences

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The educators´ preparation for the profession marks progress from cognitive knowledge being passed on to children to the professional model which includes also the significant social appeal in the emotional and conative field. The action research is one of the research strategies which enable to follow the competencies development. The main research question is: "How and in what aspects does personality developmentbased individual action research help the pedagogy students?". One year after the individual action research the students worked with personal and social development issues. The data and information collection methods include: the action research personal journal analyses of each individual student, four focus group records´ analyses, the Scales of Psychological Wellbeingbased testing at the beginning and at the end of the action research and semi structured interviews. Based on the journal analyses (open coding) the issues such as fear of speaking in front of others, insecurity in interviewing clients, fear of new experiences, uncontrolled emotions in dealing with conflict situations and prevailing escape strategies when dealing with stress situations emerged. Behavioral techniques application brought about the most progress.

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A mentoring programme based on competency development at a Spanish university: an action research study

Cited by 12 publications

References 43 publications

Improving teamworking competence through action learning. Experiences in operations management education

Improving teamworking competence through action learning. Experiences in operations management education

Empowering Talented Students: An Italian Experience of an Enriched Curriculum in Engineering

The Development Of Personality And Social Competencies Using The Action Research

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