Developing an action learning way of working within a leadership context in higher education: barriers and enablers

Abstract

This account of practice considers action learning within an accredited leadership course at a post-1992 university. It outlines a more individualistic approach than that envisioned by Reg Revans and questions how this technique, inherited from a Staff Development colleague, could potentially be improved.

Keywords:

• action learning
• leadership
• programme
• barriers
• opportunities
• higher education

Notes on contributor

John Trantom is a Staff Development Adviser at Liverpool John Moores University (LJMU). He leads the ILM L5 Certificate in Leadership; ILM Level 5 Certificate in Coaching and Mentoring; and the Staff and Educational Development Association (SEDA) Developing Professional Practice Award.