Use of Learning Intervention for Learning and Organizational Change in a Strategic Management Course

Strategic management education is vital for preparing professionals for real work involvement. This paper reviews the essential component theories of strategic thinking and how they influence strategic management educators and researchers to create knowledge useful in professional contexts.

Design/ Methodology/Approach: The conceptualized learning intervention model (LIM) is rooted in an analysis of strategy and organizational change using intervention theory and methods of behavioral science. It also draws from theories of adult learning and development with a focus on building a learning community environment. A case study in a business school environment was conducted with a learning intervention analysis method.

Findings: The research concludes that strategic management education draws from diverse theoretical perspectives and learning intervention methods constructed from contextual meaning-making of knowing within practice outlined as interventionist strategies of learning. The practitioner research paper provides evidence of LIM’s contexts of knowing and acting drawing on my professional experiences using coaching and facilitative roles in the educational case study of a strategic management course. More specifically, the case study reflects understanding the captured processes that supported the learning environments such as the analytical process, collective process, reactive process, and emerging learning process. Practice implications: The results of the research advance awareness of theories and methods that educational practitioners apply in coaching and supporting learners of strategic management education. It considers the importance of learning interventions by inviting strategic management practitioners to examine how they integrate the theory and practice of organizational change in creating better learning environments.

Originality/Value: The study adds value by incorporating learning and organizational change techniques that integrate theory and methodology that guide knowledge development processes through the use of LIM analysis tools. It finishes with the recommended practical utility of the LIM approach as an example of how creative teaching techniques for strategic management education can be built by educational practitioners. Future research implications of practitioner research models are encouraged.