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Peer reviewed
Direct linkBourner, Tom – Action Learning: Research and Practice, 2011
This article provides an account of self-managed action learning (SMAL), where it came from and how it has been implemented in practice. Self-managed action learning offers a way of realising action learning without the continuing presence of a set advisor in set meetings to facilitate the process. It enables participants to manage and facilitate…
Descriptors: Experiential Learning, Values, Self Management, Active Learning
Bourner, Tom – Action Learning: Research and Practice, 2011
The aim of this article is to explore several decades of experience of action learning and to distil lessons from that experience that are worth sharing with other practitioners. The method is to systematically collect the experiential data within three categories (sense-based, affective and cognitive data), interrogate them to draw out lessons…
Descriptors: Experiential Learning, Reflection, Case Studies, Higher Education
Simpson, Penny; Bourner, Tom – Action Learning: Research and Practice, 2007
This article is about what action learning is in the twenty-first century. In 1983 Reg Revans explained how action learning differed from seven phenomena with which it had been confused. This article explores how action learning differs from seven further phenomena with which it is currently confused. The article details similarities and…
Descriptors: Action Research, Focus Groups, Problem Based Learning, Experiential Learning
Hughes, Mark; Bourner, Tom – Action Learning: Research and Practice, 2005
This account of practice is about starting action learning set meetings. It focuses on a process sometimes known as the "check-in". The paper is based upon the experience of one of the authors (Mark). It raises questions about the contribution of the check-in to an action learning set meeting and whether the checking-in process has a role in…
Descriptors: Experiential Learning, Empathy, Reflection, Transformative Learning
Bourner, Tom; Simpson, Penny – Action Learning: Research and Practice, 2005
This paper is about Ph.Ds, practitioner-centred research and action learning. The aim of this paper is to help develop a framework for those completing doctorates based on action learning. The paper explores relationships between the personal learning of action learning participants and the public knowledge associated with conventional research.…
Descriptors: Experiential Learning, Teacher Researchers, Theory Practice Relationship, Doctoral Programs
O'Hara, Suzanne; Bourner, Tom; Webber, Trix – Action Learning: Research and Practice, 2004
This paper describes how an innovation in the practice of action learning, self-managed action learning (SMAL), was developed and then applied in practice on a number of management development programmes for a Health Board in Ireland. The nature of action learning set facilitation is discussed. The paper describes how the term set facilitator was…
Descriptors: Experiential Learning, Foreign Countries, Management Development, Evaluation
