Home > Research > Publications & Outputs > Leading in partnership

Research

Keywords

View graph of relations

Leading in partnership: how far can we address learning through and in collaboration from a perspective which emphasises the individual as the primary location of learning?

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Published

Standard

Leading in partnership: how far can we address learning through and in collaboration from a perspective which emphasises the individual as the primary location of learning? / Murphy, Anne; Parkinson, Caroline.
2005. Paper presented at Re-thinking Leadership, Centre for Excellence in Leadership, Lancaster, United Kingdom.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Murphy, A & Parkinson, C 2005, 'Leading in partnership: how far can we address learning through and in collaboration from a perspective which emphasises the individual as the primary location of learning?', Paper presented at Re-thinking Leadership, Centre for Excellence in Leadership, Lancaster, United Kingdom, 27/07/05 - 29/07/05.

APA

Murphy, A., & Parkinson, C. (2005). Leading in partnership: how far can we address learning through and in collaboration from a perspective which emphasises the individual as the primary location of learning?. Paper presented at Re-thinking Leadership, Centre for Excellence in Leadership, Lancaster, United Kingdom.

Vancouver

Murphy A, Parkinson C. Leading in partnership: how far can we address learning through and in collaboration from a perspective which emphasises the individual as the primary location of learning?. 2005. Paper presented at Re-thinking Leadership, Centre for Excellence in Leadership, Lancaster, United Kingdom.

Author

Murphy, Anne ; Parkinson, Caroline. / Leading in partnership : how far can we address learning through and in collaboration from a perspective which emphasises the individual as the primary location of learning?. Paper presented at Re-thinking Leadership, Centre for Excellence in Leadership, Lancaster, United Kingdom.

Bibtex

@conference{9470516fde164313af0cd72d37fde686,
title = "Leading in partnership: how far can we address learning through and in collaboration from a perspective which emphasises the individual as the primary location of learning?",
abstract = "This paper draws on a formative evaluation of the Engaged Action Learning pilot designed and developed in partnership between Lancaster University Management School (LUMS), Pfizer Pharmaceuticals, The NHS Leadership Centre and the Improvement and Development Agency. Firstly we provide some background to the challenge for designers in the move towards cross sector collaborative working Secondly, we address the implications for evaluators. We conclude that multi-stakeholder evaluation should move towards enabling ordinary people to get some things right and others wrong so that collaboratively we might make progress on important issues. The pilot forms part of a wider three year programme of action research with a broader range of partners aimed at deepening understanding of contemporary leadership challenges and developing effective approaches to leadership and management development. The project is not complete and the questions, reflections and initial conclusions outlined here are to be further developed in the context of the research programme",
keywords = "collaborative leadership, learning partnerships, situated learning, evaluation",
author = "Anne Murphy and Caroline Parkinson",
year = "2005",
language = "English",
note = "Re-thinking Leadership, Centre for Excellence in Leadership ; Conference date: 27-07-2005 Through 29-07-2005",

}

RIS

TY - CONF

T1 - Leading in partnership

T2 - Re-thinking Leadership, Centre for Excellence in Leadership

AU - Murphy, Anne

AU - Parkinson, Caroline

PY - 2005

Y1 - 2005

N2 - This paper draws on a formative evaluation of the Engaged Action Learning pilot designed and developed in partnership between Lancaster University Management School (LUMS), Pfizer Pharmaceuticals, The NHS Leadership Centre and the Improvement and Development Agency. Firstly we provide some background to the challenge for designers in the move towards cross sector collaborative working Secondly, we address the implications for evaluators. We conclude that multi-stakeholder evaluation should move towards enabling ordinary people to get some things right and others wrong so that collaboratively we might make progress on important issues. The pilot forms part of a wider three year programme of action research with a broader range of partners aimed at deepening understanding of contemporary leadership challenges and developing effective approaches to leadership and management development. The project is not complete and the questions, reflections and initial conclusions outlined here are to be further developed in the context of the research programme

AB - This paper draws on a formative evaluation of the Engaged Action Learning pilot designed and developed in partnership between Lancaster University Management School (LUMS), Pfizer Pharmaceuticals, The NHS Leadership Centre and the Improvement and Development Agency. Firstly we provide some background to the challenge for designers in the move towards cross sector collaborative working Secondly, we address the implications for evaluators. We conclude that multi-stakeholder evaluation should move towards enabling ordinary people to get some things right and others wrong so that collaboratively we might make progress on important issues. The pilot forms part of a wider three year programme of action research with a broader range of partners aimed at deepening understanding of contemporary leadership challenges and developing effective approaches to leadership and management development. The project is not complete and the questions, reflections and initial conclusions outlined here are to be further developed in the context of the research programme

KW - collaborative leadership

KW - learning partnerships

KW - situated learning

KW - evaluation

M3 - Conference paper

Y2 - 27 July 2005 through 29 July 2005

ER -