Action Learning in Higher Education: an investigation of its potential to develop professional capability

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Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity (2008, background): “Lizzio and Wilson ( 2004b ) argued that students with little professional experience have unrealistic expectations about work and work roles, while seniors, having more professional experience, might have changed perceptions of work and work lives (possibly in the direction of more realistic expecta”
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks (2007, background): “For example, Lizzio and Wilson (2004) see competence as the capacity to enact specific combinations of knowledge, skills and attitudes in appropriate job contexts.”
Assessing the impact of learning environments on students' approaches to learning: comparing conventional and action learning designs (2005, background): “Students using a deep approach appear more able to demonstrate their understanding (Trigwell & Sleet, 1990) or develop their conceptions of material (Prosser & Millar, 1989) and report greater development of generic skills (Lizzio et al., 2002; Lizzio & Wilson, 2004a).”
Supervision of supervisors: on developing supervision in postgraduate education (2007, background): “On the whole, emphasis is placed on supervision as a professional activity and the development of professional knowledge centring on relations (Lizzio & Wilson, 2004).”