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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning on 02/03/2020, available online: https://www.tandfonline.com/doi/abs/10.1080/14767333.2020.1732868

    Accepted author manuscript, 325 KB, PDF document

    Embargo ends: 2/09/21

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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How do public leaders learn from society?: A reflexive analysis of action learners

Research output: Contribution to journalJournal article

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<mark>Journal publication date</mark>3/05/2020
<mark>Journal</mark>Action Learning: Research and Practice
Issue number2
Volume17
Number of pages14
Pages (from-to)172-185
Publication statusPublished
Early online date2/03/20
Original languageEnglish

Abstract

This paper uses action learning as a basis for producing research data that help explore the relationship between learning and listening in public organizations. The regional government of Gipuzkoa in northern Spain is engaged in a sustained effort to change the way it interacts with and interprets the future needs of society. Based on grounded theory and on a review of key concepts about critical action learning, a reflexive analysis of the implementation of the methodology of action learning with policy makers was conducted. The paper explores the learning journey participants undertake when implementing a governmental programme of citizen engagement, and shows that a space for criticality resulted in participants learning to listen to each other, and consequently to society, in ways which had previously been beyond reach. The paper concludes by discussing the learning implications for listening to society.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning on 02/03/2020, available online: https://www.tandfonline.com/doi/abs/10.1080/14767333.2020.1732868