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Making facilitation work: the challenges on an international DBA action learning set

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  • Jack OFarrell

Abstract

This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the ‘what’ of my own research from the ‘how/why’ of the action learning set. The account discusses my experiences as a new facilitator and my attempts to engage fellow students in the set in order to gain a collective benefit. I reflect on the challenges encountered in progressing the action learning set caused by a lack of common understanding within the set of the expectations and potential benefits of an action learning approach, and also the feasibility of maintaining a successful action learning set separated by geography, time zones, and language. The account also discusses the practical, technology-supported approaches to facilitating the action learning set.

Suggested Citation

  • Jack OFarrell, 2018. "Making facilitation work: the challenges on an international DBA action learning set," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(1), pages 61-67, January.
    • Handle: RePEc:taf:alresp:v:15:y:2018:i:1:p:61-67
    DOI: 10.1080/14767333.2017.1414115
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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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