Managing volume learning through hybrid action learning sets for postgraduate dissertation students
Pownall, I., Thompson, K., Hoberla, O., Cooper, S., McKnight, L., Sadler, E., MBagwu, C., Feyisitan, A. and Peak, E. (2026) Managing volume learning through hybrid action learning sets for postgraduate dissertation students. Enhancing Teaching and Learning in Higher Education, 4. pp. 82-107. ISSN 2755-9475
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Abstract
We present a dissertation pedagogical framework developed for large numbers of postgraduate taught students (>500) using a small cadre of academic staff. Adapting practices from action learning and mentoring, we created a framework to support, guide and assess the completion of the dissertation part of their taught masters’ degree in a Business School. The pedagogy delivered improvements to the cohort performance and aligned with positive learner feedback. We conclude with guidance for wider adoption of this pedagogy.
| Item Type: | Article |
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| Additional Information: | Published by Enhancing Teaching and Learning in Higher Education in 2026. This is an author accepted manuscript of a published open access article available at https://doi.org/10.62512/etlhe.37. Uploaded in accordance with the publisher's self-archiving policy. |
| Divisions: | School of Social Science |
| Depositing User: | Ian Pownall |
| Date Deposited: | 01 Sep 2026 09:51 |
| Last Modified: | 01 Sep 2026 09:51 |
| URI: | https://lbro.repository.guildhe.ac.uk/id/eprint/1350 |
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