ENHANCING DEEP LEARNING: LESSONS FROM THE INTRODUCTION OF LEARNING TEAMS IN MANAGEMENT EDUCATION IN FRANCE

ENHANCING DEEP LEARNING: LESSONS FROM THE INTRODUCTION OF LEARNING TEAMS IN MANAGEMENT EDUCATION IN FRANCE

Authors

  • L Borredon
  • S Deffayet
  • A C . Baker
  • David A . Kolb

Published

Journal of Management Education, 3 ed., vol. 35, pp. 324-350, January (1st Quarter/Winter) 2011

Abstract

Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of “learning teams” in the framework of a Leadership program implemented for the first time in a top French management school (Grande Ecole). Qualitative feedback and personal observations on the implementation and outcomes of using this new learning paradigm reveals that although the steps from teaching to learning initially tested for MBA students in the U.S.A are widely accepted, there were unexpected obstacles and opportunities in setting up the model in France. Some of these differences can be attributed to culture, particularly to immensely different educational philosophies that shape attitudes and norms within French classrooms and to the notion of learning itself which is normalized by the social expectations of careers in management forged in French history. This article provides the theoretical basis of the particular learning model tested, describes the conditions within which it was implemented in one French Grande Ecole, and describes unexpected obstacles and favorable outcomes of the teaching/learning experiences from a cross cultural perspective. The authors conclude with recommendations on implementing learning models across cultures.