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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

    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 Journal/Magazine › Journal article › peer-review

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How do public leaders learn from society? A reflexive analysis of action learners. / Murphy, Anne; Canel, Maria José; Barandiaran, Xabier.
In: Action Learning: Research and Practice, Vol. 17, No. 2, 03.05.2020, p. 172-185.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Murphy, A, Canel, MJ & Barandiaran, X 2020, 'How do public leaders learn from society? A reflexive analysis of action learners', Action Learning: Research and Practice, vol. 17, no. 2, pp. 172-185. https://doi.org/10.1080/14767333.2020.1732868

APA

Murphy, A., Canel, M. J., & Barandiaran, X. (2020). How do public leaders learn from society? A reflexive analysis of action learners. Action Learning: Research and Practice, 17(2), 172-185. https://doi.org/10.1080/14767333.2020.1732868

Vancouver

Murphy A, Canel MJ, Barandiaran X. How do public leaders learn from society? A reflexive analysis of action learners. Action Learning: Research and Practice. 2020 May 3;17(2):172-185. Epub 2020 Mar 2. doi: 10.1080/14767333.2020.1732868

Author

Murphy, Anne ; Canel, Maria José ; Barandiaran, Xabier. / How do public leaders learn from society? A reflexive analysis of action learners. In: Action Learning: Research and Practice. 2020 ; Vol. 17, No. 2. pp. 172-185.

Bibtex

@article{168f4ed958ae414f92c7e0a8a4901f56,
title = "How do public leaders learn from society?: A reflexive analysis of action learners",
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.",
keywords = "Organizational learning, listening, social listening, critical action learning, collaborative governance",
author = "Anne Murphy and Canel, {Maria Jos{\'e}} and Xabier Barandiaran",
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",
year = "2020",
month = may,
day = "3",
doi = "10.1080/14767333.2020.1732868",
language = "English",
volume = "17",
pages = "172--185",
journal = "Action Learning: Research and Practice",
issn = "1476-7333",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - How do public leaders learn from society?

T2 - A reflexive analysis of action learners

AU - Murphy, Anne

AU - Canel, Maria José

AU - Barandiaran, Xabier

N1 - 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

PY - 2020/5/3

Y1 - 2020/5/3

N2 - 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.

AB - 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.

KW - Organizational learning

KW - listening

KW - social listening

KW - critical action learning

KW - collaborative governance

U2 - 10.1080/14767333.2020.1732868

DO - 10.1080/14767333.2020.1732868

M3 - Journal article

VL - 17

SP - 172

EP - 185

JO - Action Learning: Research and Practice

JF - Action Learning: Research and Practice

SN - 1476-7333

IS - 2

ER -