Action learning in undergraduate engineering thesis supervision

Abstract

In the present action learning implementation, twelve action learning sets were conducted over eight years. The action learning sets consisted of students involved in undergraduate engineering research thesis work. The concurrent study accompanying this initiative investigated the influence of the action learning environment on student approaches to learning and any accompanying academic, learning and personal benefits realised. The influence of preferred learning styles on set function and student adoption of the action learning process were also examined. The action learning environment implemented had a measurable significant positive effect on student academic performance, their ability to cope with the stresses associated with conducting a research thesis, the depth of learning, the development of autonomous learners, and student perception of the research thesis experience. The present study acts as an addendum to a smaller scale implementation of this action learning approach, applied to supervision of third and fourth year research projects and theses, published in 2010.