Action learning as a methodological response to the challenges of higher education in business
DOI:
https://doi.org/10.14267/VEZTUD.2025.01.05Keywords:
action learning, learning pathways, learning frameworks, economic higher educationAbstract
Higher education institutions are key actors and agents of innovation and regional development and are now entering liminality: old, successful practices no longer work or do not work as well as they used to, while new, mature, and widely applied solutions have not yet emerged. This period of liminality will be examined from the perspective of two global challenges facing economic higher education institutions (massification and digitalization), and action learning will be presented as a possible response to these challenges that the authors support also with empirical evidence, paying special attention to the advantages and disadvantages. They review it as an inductive, competency-based academic teaching practice, an alternative/supplement to the traditional deductive pedagogical method.
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