Abstract
PurposeThe purpose of this conceptual paper is to advocate the adoption of heutagogic principles within management education and to show how it could be implemented.Design/methodology/approachThis paper is the outcome of a review of the literature on learning theory and management education.FindingsThis paper demonstrates how heutagogic principles have been introduced in three areas: entrepreneurial education, executive coaching and e-learning.Originality/valueThis paper makes an original contribution to the discourse on heutagogy through the OEPA model that maps the heutagogic learning journey.
Highlights
The Covid-19 coronavirus emergency has highlighted the volatile and uncertain world that we confront and the imperative of building the capacity to find new solutions to new problems. Marques (2013, p. 305) called for a new approach to management education that is predicated on the “necessity for a more practical preparation for future managers”
What benefits may be derived from the adoption of heutagogy in management education? And, how can we model the heutagogic learning journey? This paper offers an alternative approach to management education through the adoption of heutagogic principles, and a re-conceptualisation of the heutagogic learning journey through the OEPA model
Conclusion much has been written about the possible benefits of heutagogy in the promotion of personalised learning, less has been published on how we can implement it in practice
Summary
The Covid-19 coronavirus emergency has highlighted the volatile and uncertain world that we confront and the imperative of building the capacity to find new solutions to new problems. Marques (2013, p. 305) called for a new approach to management education that is predicated on the “necessity for a more practical preparation for future managers”. In order to address this gap in ethical and socially responsible practice, Hibbert and Cunliffe (2015) call for the adoption of moral reflexive practices and new ways of management learning This capability to engage in self-critical reflexivity is seen as a pre-requisite for effective management practice (Lindh and Thorgren, 2016). The role of the educator as a mentor or tutor is cited as being one of the differentiating features between andragogy and heutagogy (Winter et al, 2008; Blaschke, 2012) and remains one of the challenges to address should educational institutions look to adopt heutagogy in practice Comparison of these three approaches to teaching and learning have sought to differentiate heutagogy from pedagogy, and in particular, andragogy (Winter et al, 2008; Canning, 2010; Blaschke, 2012; Garnett and O’Beirne, 2013; Kapasi, 2016).
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