Learning about leadership through critical reflection and practitioner academic co-inquiry

Abstract

This article is a critical reflection on learning about leadership and putting leadership theory into interprofessional practice. It is based around reflection upon a leadership intervention experienced in practice in a U.K. hospital setting, undertaken as an assignment task for a leadership module. Critical reflection and co-inquiry involves unsettling previously held beliefs and assumptions about learning, practice and disciplinary knowledge. This has meant discarding our traditional ‘practitioner’ and ‘academic’ roles, and repositioning ourselves as co-authors and editors of our social worlds. The article concludes with reflections upon the role of Work and Organizational Psychologists in interprofessional collaborative working.

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Molloy, K. & Waddington, K., (2011) “Learning about leadership through critical reflection and practitioner academic co-inquiry”, EWOP in Practice 4(1), 18–30. doi: https://doi.org/10.21825/ewopinpractice.87068

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Kathy Molloy (St Bartholomew’s and the London NHS Trust)
Kathryn Waddington (City University London)

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