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ERIC Number: EJ1009254
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1476-7333
Why Are We Using Action Learning and in What Contexts?
Park, Sunyoung; Kang, Ingu; Valencic, Taryn R.; Cho, Yonjoo
Action Learning: Research and Practice, v10 n1 p4-24 2013
The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in "Action Learning: Research and Practice" between 2004 and 2012. In this study, we address the following research questions: (a) In what contexts has action learning been used? (b) What are the distinctive features of cases identified? (c) What are the implications for the design of action learning programmes? The results showed that the UK and European countries have most frequently used action learning, and the most dominant purposes for action learning were leadership development, organization development, and professional development. We also elaborated on design considerations and implications for action learning research and practice. (Contains 3 figures, 1 table, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom