Applied Learning and Teaching Transformations Through Project-based Action Learning in an International Business Management Programme

Abstract

This paper expounds on applied learning and teaching transformations through project-based action learning for students’ self-awareness and effective competence development. After providing some background to the Indonesian university where the research took place and a brief review of the literature, we describe the methodology. The article is based on longitudinal action research over 13 years that used a mixed-methods survey that generated multiple testimonials that were assessed via thematic content analysis. Six phases of learning innovations are discerned: Awareness, alignment, action, adoption, assurance and anticipation. These phases of the transformational process also provide the structure for the findings and discussion section. To succeed, international business management graduates have to continuously strategise, implement, and incorporate a closed-loop feedback system to track and manage individual progress with an action learning balanced scorecard. As whole-brain learners, the pursuit of knowledge must be transformed into a value-added advantage in four types of interconnected and interdependent power.