Abstract
This chapter illustrates our arguments, explanations and evolving vision described in the previous four chapters. It demonstrates through practice how to (1) think and act in a non-positivist, phenomenological paradigm (Chapter 1); (2) facilitate professional learning applying affective-socio-cognitive processes (Chapter 2) in a generic program on action research; (3) introduce, gradually develop and practise critical reflection (Chapter 3) at all levels, including the meta-level; and (4) facilitate and learn about action research (Chapter 4) at all levels through action learning processes and actually working on PALAR projects in the participants’ context and field of work. The generic professional learning (PL) program described and evaluated here has been conducted and progressively developed and refined over a period of almost 20 years of implementation in various higher education institutions for academics from all provinces in South Africa. Here we reflect on this evolving process with specific focus on three case examples that formed the basis of a rigorous second-order evaluation of this program which identified quality characteristics of the generic program and its application in South Africa. Through critical reflection and data analysis we have distinguished six factors significant in contributing to the quality of the PL program in all three universities: facilitator expertise, adaptive planning, responsive evaluation, critical events, application and self-efficacy.
Education is the most powerful weapon, which we can use to change the world.
(Nelson Mandela)
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© 2015 Ortrun Zuber-Skerritt, Margaret Fletcher and Judith Kearney
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Fletcher, M., Zuber-Skerritt, O. (2015). Professional Learning with Academics: Case Studies from South Africa. In: Professional Learning in Higher Education and Communities. Palgrave Macmillan, London. https://doi.org/10.1057/9781137455185_5
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DOI: https://doi.org/10.1057/9781137455185_5
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