ACU Conference, Accra, January 17th 2011

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Presentation transcript:

ACU Conference, Accra, January 17th 2011 When do academics develop their practices? - lessons from the ABLE-Ghana Learning Community ACU Conference, Accra, January 17th 2011

Plan for this presentation The challenge of ‘greater relevance’ The ABLE-Ghana approach and rationale (Advancing Business Learning for Employability – Ghana) Working it out: from disbelief to action The legacy Reflections/lessons

A challenge business school academics know well – but… Greater relevance? – but a lack of local learning resources Develop own resources? – lack confidence/support/ models/time Active/experiential learning? – but assessment load of huge class sizes Placements and projects? – access and resource issues

Situation normal! The glass is half full and half empty Trying to ‘drive change’ top-down leads to: □ passive resistance & perfunctory compliance □ adopting the slogans of change □ ceremonial displays of ‘good practice’ Academic practices are an embedded system – so needs to be tackled as such

ABLE-Ghana: the basic plan Purpose – enabling business schools to raise their game, in a way that will continue Participants – OU, UGBS, UCC, KBS, WUE, GIMPA Employer involvement – formal, informal and public sectors The approach – i) A learning community; ii) Mini-projects; iii) Distributed leadership Timescale – about fifteen months Finances – for meeting costs and project management Slide from the start of the project

A framework, not a blueprint It could develop in many ways… it depends on us So what do we all want from and through ABLE-Ghana? - personally, professionally, for our institutions, and for our countries Slide from the start of the project

Slide from the start of the project Statements 1A and 1B Learning means acquiring and remembering new information Learning is what remains after you have forgotten what you were taught Slide from the start of the project 7

Slide from the start of the project Statements 2A and 2B Its right teachers decide what we learn Often students know best what they need to learn and are ready to learn Slide from the start of the project 8

Slide from the start of the project Statements 3A and 3B We learn (or not) on our own – even if we are with others, as in a class We learn with, from and through each other Slide from the start of the project 9

Slide from the start of the project Statements 4A and4B Studying for an award makes you a better person – its not about dealing with everyday problems Practical experience comes first – the best courses support and extend learning from experience Slide from the start of the project 10

Slide from the start of the project Statements 5A and 5B Follow instructions: thinking you know better than the boss will just get you in trouble If you keep needing instructions from the boss, then you will not be much use to him/her Slide from the start of the project 11

The experiential basis of ABLE-Ghana The primary task of business school teachers: cultivating student judgment through experience, reflective learning and relevant knowledge Teachers cannot use appropriately methods they have not experienced The ABLE-Ghana medium had to be the message An appreciative approach (people have problems enough without being critical of them as well)

Working it out – four phases Disbelief, confusion and re-shaping the project – focus on New SME curricula, Cases, and Assessment Slow build-up: reflecting on the lack of progress, trying new approaches Mutual accommodation: acceleration through an action-learning Open Educational Resources (OER) initiative Firing on all cylinders

The developing legacy Product - resources and papers New practices & know-how Continuing work and relationships Institutionalisation and sustainability

What the OUBS is looking for Professional development - knowledge and first hand experience of business & management in West Africa; - experience of cross-cultural working; - exposure to new challenges in teaching & learning Development of business and professional relationships - possible partners for research and teaching projects Slide from the start of the project

From the OUBS point of view We have cases and cross-cultural experience we can use in our teaching We have relationships to build on for research We have particular papers we want to publish based on the work We can see opportunities to develop new project proposals, especially in the area of OER and research training

Reflections/lessons Insist those involved face the adaptive challenge (and give problems back to the community) Support, support, support – in many forms (including for the leader) Multiple incentives – from all directions It takes time (you can’t push the river).

Questions and comments? Contact: r.c.paton@open.ac.uk Thank you! Questions and comments? Contact: r.c.paton@open.ac.uk