Leadership in Network Learning: Business Action Research at Monash University

Autor/inn/en	Haslett, Tim; Barton, John; Stephens, John; Schell, Liz; Olsen, Jane
Titel	Leadership in Network Learning: Business Action Research at Monash University
Quelle	In: Learning Organization, 17 (2010) 1, S.104-116 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/09696471011008279
Schlagwörter	Social Support Groups; Action Research; Doctoral Programs; Leadership; Business Education; Interviews; Literature Reviews; Content Analysis; Position Papers; Networks; Cohort Analysis; Systems Approach; Network Analysis; Social Networks; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Projektforschung; Doktorandenprogramm; Führung; Führungsposition; Wirtschaftserziehung; Wirtschaftspädagogik; Interviewing; Interviewtechnik; Inhaltsanalyse; Positionspapier; Kohortenanalyse; Systemischer Ansatz; Netzplantechnik; Social network; Soziales Netzwerk; Ausland; Australien
Abstract	Purpose: The purpose of this paper is to explain the emergent nature of leadership in a university-based learning network of mature-aged practitioner-scholars. Design/methodology/approach: The paper draws on previously published work, interviews, and current research. Findings: The paper finds that once initial structures have been established, the leadership role falls to different members depending on the needs of the group. Intellectual leadership becomes important in this setting. Research limitations/implications: The study is drawn from a single case although supported by research done in a similar group in the UK. Research indicates that cohorts and support networks increase success rates in PhD completions. This paper outlines one example of the structures and processes of a successful one. Practical implications: There is significant leverage for universities in developing the network structures and process, beyond the simple supervisor/student relationship that support doctoral students. It focuses on the contribution a learning network can make to mature-aged part-time students. Originality/value: This paper develops the current literature on supervision of doctoral students. (Contains 4 figures.) (As Provided).
Anmerkungen	Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10