Dialogue in management education and development: a conceptual framework

Abstract

Purpose – The experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning. Design/methodology/approach – This paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework. Findings – Dialogue is important for unravelling the experience and creating learning. Dialogic approach as a tool for experience-based learning is developed by combining reflective, appreciative and generative dialogues in a theoretically consistent sequence. Practical implications – The proposed framework is operationalised as a three-phase process for delivering the dialogic approach and can be used by educators. Originality/value –The framework of dialogic approach is unique as it combines different types of dialogues. The framework is independent of context and can be applied globally for management education and development, which is a novel contribution.