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Reflections of a ‘late-career’ early-career researcher: an account of practice

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  • Catherine J. Groves

Abstract

This account of practice describes the journey of an ‘accidental academic’ through the Doctoral programme in Business Administration (DBA). It reflects on her experience of action learning and lessons learned to better embed action learning in future DBA teaching and assessment. The account is told from the perspective of a mature student straddling business and academic interests. DBA students represent a mature cohort with significant business experience and responsibility. As such, they have an implicit understanding of action learning. Action learning for these individuals should be re-activated rather than re-learned for their doctoral studies. Suggestions are made for improving the utility of action learning for DBA students and their willing engagement in the action learning process.

Suggested Citation

  • Catherine J. Groves, 2016. "Reflections of a ‘late-career’ early-career researcher: an account of practice," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 13(2), pages 160-167, July.
    • Handle: RePEc:taf:alresp:v:13:y:2016:i:2:p:160-167
    DOI: 10.1080/14767333.2016.1170977
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    References listed on IDEAS

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    1. Roger Mendonça & Anthony Parker & Uwem Udo & Catherine Groves, 2015. "Student accounts of action learning on a DBA programme: learning inaction," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 12(3), pages 334-343, November.
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    Cited by:

    1. Gido Englisch, 2018. "Account of practice: transferring the ‘drawer of nonsense’ from a DBA-program to daily professional practice," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(2), pages 182-188, May.

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