How a research conference created new learning: a case study

Abstract

PurposeThe study presents preliminary findings from research begun at the 2005 Academy of Human Resource Development International Research Conference held in Estes Park, CO, USA. The qualitative case study captures what new learning occurred as a result of the conference and how the new learning at the conference occurred.Design/methodology/approachThe qualitative case study used conceptual foundations grounded within critical theory and focused on learning organizations, communities of practice (CoP), and knowledge generation.FindingsParticipant reactions documented on approximately 1,000 data forms were categorized for this preliminary study as critical perspectives on HRD where typically underrepresented voices critiqued the conference, CoP as relationships between theory and practice where participants reported that theory to practice was a rich research topic, and learning organizations where results indicated that the academy benefits through conferences in terms of creating a learning organization.Research limitations/implicationsPreliminary results were based on preliminary analysis of data forms only. Future reports will include in‐depth analyses of data forms, and results of interviews and other collected data such as journals and observations.Practical implicationsFindings are important to conference planning and evaluation that seeks to create and sustain new learning.Originality/valueThe study is the first of its kind addressing the way conferences can influence the creation of new learning and how learning occurs.

Learning and interaction at a conference

“…A common denominator of these the alternative models to conferences is their focus on participant‐driven, interactive conference methods, in short: that their “culture […] is participatory, not passive” (Serrat, , 5). The literature now contains multiple reports and critiques of conferences (e.g., Graham & Kormanik, ; Hatcher et al, ; Louw & Zuber‐Skerritt, ; Wiessner et al, ). Based on these experiences, conference organizers can now access several practice guides that describe how to increase learning at a conference, with Heap () and Hilliard () being only two exemplars.…”

“…The “natural” place to look for empirical data on learning at conferences would be evaluation reports (e.g., Hameister, ). Indeed, the last few years have seen the development of a new conference evaluation model, tentatively termed “new learning” by its authors, Chapman and colleagues (, ; Haley et al, ; Hatcher et al, ; Storberg‐Walker et al, ). Following this model, conference evaluations should be directed toward the learner, toward the future, toward the “why and how”, and in addition should be focused on collaboration – all in contrast to classical evaluation models.…”

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

“…Online communities can support learning and identity formation (Hall, 2009;Reed, 2013), but they do not foster the substantive interdisciplinary conversations needed to advance ISC as a cohesive intellectual framework. Conferences can generate awareness, ideas, collaborations, and dialogue (Hatcher et al, 2006;Oester et al, 2017), yet, there are few in-person opportunities for ISC researchers or practitioners to network.…”

Walking Several Inches Taller: Student Reflections on a University Conference on the Lived Experience of Refugee Children and Families.

“…Listening to a variety of speakers from different perspectives allows participants to construct their own values and opinions and find new ways of understanding the world. Thus, through the shared dialogue afforded by this conference learning, students have the opportunity to create new knowledge and understandings (Hatcher, Aalsburg Wiessner, Storberg-Walker, & Chapman, 2006). A conference approach allows students to move beyond a focus on grades to building connections for their future and developing knowledge through dialogue.…”