Lawlor-Morrison, Natasha ORCID: https://orcid.org/0000-0003-1681-2815, Dimitrova, Nicoletta ORCID: https://orcid.org/0000-0001-9147-7987 and De Vita, Riccardo (2026) Chapter 12. Learning agility in post experience education. In: Harrison, Christian, Konstantinou, Efrosyni and Stewart, Ian, (eds.) Handbook for Post-Experience Education. Palgrave-MacMillan. (In Press)

PDF (Author's Accepted Book Chapter) 50318 LAWLOR-MORRISON_Chapter_12_Learning_Agility_in_Post_Experience_Education_(AAM BOOK CHAPTER)_2026.pdf - Accepted Version Restricted to Repository staff only Download (443kB) | Request a copy

Abstract

Learning agility is a meta-competency that reflects an individual’s willingness and ability to learn from experience and apply those insights to new situations. It is a predictor of success in both educational and professional contexts, making its development particularly relevant for post-experience management education.
In this chapter, we conceptualise learning agility through three dimensions: willingness, ability, and application. Building on this framework, we propose a typology of learning-agile states: early-career learning agility, latent learning agility, maladaptive learning agility, declining learning agility, and derailed learning agility—each requiring distinct support mechanisms. Drawing on evidence from a coaching intervention, we illustrate these states and identify effective strategies for supporting learners in each category. Finally, we advocate for a personalised, engaged, practice-oriented approach that leverages dialogue, experiential learning, and reflective interpretation to foster learning agility in post-experience management education and beyond.

Item Type:	Book Section
Uncontrolled Keywords:	ability, abstract conceptualisation, academic advisors, academic challenge, achievement motivation, affect, application, caring community, challenge, chaotic learning agility, coaching, cognition, cognitive ability, confidence, critical thinking, declining learning agility, derailed learning agility, dialogue, early career learning agility, educational attainment, emotional intelligence, epistemic motivation, experience, experiential learning theory, feedback seeking, formation, humility, identification with organisation, interpretation, intervention, job level, job role, Kolb, latent learning agility, learning goal orientation, lifelong learning competence, motivation, openness; performance, personal tutors, philosophical hermeneutics, philosophy of learning, planning, potential; practice, problem-solving abilities, psychological safety, realistic pragmatism, reflection, reflective observation, reflexive capabilities, resources, self-directed learning, self-efficacy, self-management, student engagement, talent management, training effectiveness, willingness, wisdom, work,work engagement, workbook
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General) L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Greenwich Business School Greenwich Business School > Executive Business Centre Greenwich Business School > School of Business, Operations and Strategy
Last Modified:	14 Sep 2026 14:18
URI:	https://gala.gre.ac.uk/id/eprint/50318

Actions (login required)

View Item

Downloads