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The Effectiveness and Impact of Action Learning on Business Graduates’ Professional Practice
16 references·3 citing·53 second hop
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References

  • 2012Seeking Qualitative Rigor in Inductive Research13,176 cited
  • 1987Educating the reflective practitioner11,394 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 2004Managers, not MBA's: a hard look at the soft practice of managing and management development1,519 cited
  • 2013Rethinking feedback practices in higher education: a peer review perspective967 cited
  • 2011Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence405 cited
  • 2008The MBA Core Curricula of Top-Ranked U.S. Business Schools: A Study in Failure?365 cited
  • 2009How Relevant Is the MBA? Assessing the Alignment of Required Curricula and Required Managerial Competencies334 cited
  • 2005What has action learning learned to become?286 cited
  • 1999The Many Faces of Action Learning274 cited
  • 2002Work-based Learning: A New Higher Education?256 cited
  • 2012Non‐technical skill gaps in Australian business graduates202 cited
  • 2014An emotion based approach to assessing entrepreneurial education201 cited
  • 2015Employer demands from business graduates185 cited

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2006
Management Education as if Both Matter
152 cited
  • 2006Developing Managers as Learners and Researchers: Using Action Learning and Action Research122 cited
  • Cited by

    • 2024Enterprise education in undergraduate business programmes advances students' negotiating competence and self-confidence18 cited
    • 2022Digital Tools and Experiential Learning in Science-Based Entrepreneurship Education7 cited
    • 2024A framework for the facilitation of accelerated leadership and management capability development in the workplace5 cited