title: Leadership development through action learning sets: an evaluation study.
abstract: This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability.
authors.affiliation: University of Greenwich, United Kingdom.
authors.forename: Surinder
authors.initials: S
authors.lastname: Walia
authors.affiliation: University of Greenwich, United Kingdom. Electronic address: marksmaran@btopenworld.com.
authors.forename: Di
authors.initials: D
authors.lastname: Marks-Maran
mesh_terms: D000328:Adult; D004506:Education, Nursing / Q000379:methods*; D004739:England; D005260:Female; D006801:Humans; D007857:Leadership; D008875:Middle Aged; D018794:Problem-Based Learning; D011795:Surveys and Questionnaires; D055815:Young Adult
keywords: Action learning; Leadership; Leadership framework; Leadership training