Masters in Organisational Change - what will I learn?

Ashridge Masters in Organisational Consulting

Masters in Organisational Change

Module 1
Module 2
Module 3
Module 4
Module 1
Workshop 1:
Myself in my practice
Webinar 1:
Introduction to virtual working
Workshop 2:
Philosophies in action
Workshop 3:
Change and the nature of intervention
Module 2
Workshop 4:
Relational psychology and change
Webinar 2:
Complex responsive processes in organisations
Workshop 5:
Sociological perspectives
Module 3
Workshop 6:
Contextual and ecological perspectives
Workshop 7:
Me in my emerging practice
Module 4
Workshop 8:
Dissertation and research forum
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  • Explore the learning territory and develop your awareness
  • Explore ideas about organising, change and learning
  • Establish Practice Groups
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  • Deepen your capacity to inquire
  • Critically examine the concept of organisations
  • Implications of intervening in organisations
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  • Revisit the core philosophical stance of relational practice
  • Consider yourself in the world and consequences for your emerging practice
  • Integrate and deepen learning
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  • Practise inquiring methodologies and enhance your skills
  • Transfer to MProf level and develop an outline of your inquiry, its topic, methodology and anticipated field of theory
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What will I learn?

Kathleen King, Programme Director, has summarised what it is about the Ashridge Masters in Organisational Change that makes it unique - specifically surrounding the learning experience of participants. What do the AMOC alumni appreciate about the programme?


The quality of the participants' group


  • The unusual experience of being together (forming an organisation) over a period of time, with other experienced practitioners who are seeking to learn at a deep level. The level of engagement in the large group, and the challenge that entails.
  • The opportunity to meet in a smaller action Practice Group with a facilitator to do even more personal reflective work.

Faculty:

  • Quality of faculty members as experienced practitioners, many of whom holding a psychotherapeutic qualification, all of them capable of challenging and supporting individuals at a deep level.
  • The ability of faculty to operate as a member of the group and as a facilitator/observer.
  • The way faculty engage with participants, coming alongside them on a learning journey, rather than as aloof, remote specialists. “Debate and dialogue, rather than teaching and telling”.
  • The blend of learning activities and materials.
  • The philosophical nature of the programme (rather than a pragmatic tool-kit type approach) which challenges participants to explore their implicit and explicit assumptions about the nature of reality, knowing and organising, and the implications of those assumptions for their practice.
  • The content of the programme, experienced as immediately applicable. This helps to make the material very practical and relevant.
  • The discipline of reflective writing instilled through the assignment regime.
  • The dissertation process, which offers an opportunity for an extended inquiry with the support of tutor and peers (in the supervision group).
  • The environment: from the beauty of Ashridge and its gardens, to the attention paid to the room, sitting in a circle, having music in the background on occasions.

News

2011 HR Leadership Award

Andy Burton, a former MSc in Organisational Change, has won an award for his leadership programme design. Andy talks about the design and his award in the The Pittsburgh Business Times article.