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Communities of practice for contemporary leadership development and knowledge exchange through work-based learning
Rowe, Lisa Knight, Lisa Irvine, Paul Greenwood, Joanne
Rowe, Lisa
Knight, Lisa
Irvine, Paul
Greenwood, Joanne
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EPub Date
Publication Date
2023-09-06
Submitted Date
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Article - AAM
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Abstract
This study explores the experiences of leaders who have led organisations and teams through an extended period of crisis management whilst completing a UK work-based master’s programme. The paper examines contemporary approaches to work-based learning and explores the effect of organisational and workforce demands in a volatile era of global economic uncertainty. Theoretical and conceptual foundations relating to experiential learning, digital education and communities of learning are analysed and discussed. Taking an inductive qualitative approach, the study analyses semi-structured questionnaire data from senior leaders. The widespread adoption of technology exposes challenges to facilitation and the academic-employer interface, impacting upon learning communities and knowledge exchange opportunities. The findings also suggest enhanced leaders’ adaptive traits, including confidence and self-reliance. The study illuminates critical issues associated with contemporary work-based learning, specifically relating to prolonged macro uncertainty and the effect upon workplaces as sites of knowledge and learning, and risks to dynamic relationships between the psychosocial work environment, genuine opportunities to learn and learner well-being. This work seeks to inform the design of future programmes, specifically in terms developing inter and intra-organisational communities of learning and knowledge exchange to enhance best practice and inculcate crucial leadership skills.
Citation
Rowe, L., Knight, L., Irvine, P., & Greenwood, J. (2023). Communities of practice for contemporary leadership development and knowledge exchange through work-based learning. Journal of Education and Work, 36(6), 494-510. https://doi.org/10.1080/13639080.2023.2255149
Publisher
Taylor & Francis
Journal
Journal of Education and Work
Research Unit
DOI
10.1080/13639080.2023.2255149
PubMed ID
PubMed Central ID
Type
Article
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Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education and Work on 06/09/2023, available online: https://doi.org/10.1080/13639080.2023.2255149
Series/Report no.
ISSN
1363-9080
EISSN
1469-9435