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Trantom, John – Action Learning: Research and Practice, 2013
This account of practice considers action learning within an accredited leadership course at a post-1992 university. It outlines a more individualistic approach than that envisioned by Reg Revans and questions how this technique, inherited from a Staff Development colleague, could potentially be improved.
Descriptors: Barriers, Leadership, Foreign Countries, Staff Development
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Kozubska, Joanna; MacKenzie, Bob – Action Learning: Research and Practice, 2012
Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans' formulation of AL as L = P + Q. They do this--sometimes inappropriately--to the virtual or relative exclusion of other aspects, and this has consequences for the…
Descriptors: Experiential Learning, Classification, Stakeholders, Learning Theories
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Hillman, Alison – Action Learning: Research and Practice, 2012
This account draws upon learning from an incident in an action learning set where an individual challenged a mandatory organisational requirement. As a facilitator I reflect upon my initial defensive reaction to this challenge. The use of critical action learning to inform ourselves as facilitators of the underlying tensions between set members…
Descriptors: Experiential Learning, Facilitators (Individuals), Negative Attitudes, Psychological Patterns
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Vince, Russ – Action Learning: Research and Practice, 2012
In this polemical essay, Professor Russ Vince argues that it is important to understand the contradictions that can be generated by action learning. This method is a powerful and effective approach to managers' learning that can underpin transformations of management practice. However, any method for learning, no matter how convinced we are of its…
Descriptors: Experiential Learning, Research Projects, Psychological Patterns, Leaders
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Willis, Martin – Action Learning: Research and Practice, 2012
This paper examines the learning gained from facilitating four action-learning sets whose members were drawn from management teams of local authority, health, education and police, working in partnership. Facilitation posed a series of difficult choices which impacted on personal and organizational dynamics within and between the partnership…
Descriptors: Group Dynamics, Public Sector, Facilitators (Individuals), Experiential Learning
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Burgoyne, John – Action Learning: Research and Practice, 2009
The purpose of this paper is to argue that the perspective of "critical realism" has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be…
Descriptors: Experiential Learning, Realism, Critical Theory, Criticism
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Ospina, Sonia; El Hadidy, Waad; Hofmann-Pinilla, Amparo – Action Learning: Research and Practice, 2008
There has been rising concern about the disconnect between universities, their communities and society at large. This is of special interest to professional schools, whose missions are founded on connecting practice and theory. We argue that cooperative inquiry, an action-based methodology, can help foster connectedness and contribute to healing…
Descriptors: Action Research, Social Change, Methods, Theory Practice Relationship
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Boydell, Tom; Blantern, Chris – Action Learning: Research and Practice, 2007
In this paper we propose that all knowledge is made through social processes and is political (of the people involved). If one invests in a relational or historical ontology (a philosophical choice) there are implications for the way action learning is practiced. We illuminate some of these "relational practices". We purport that action learning…
Descriptors: Experiential Learning, Organizational Change, Questionnaires, Cognitive Processes
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Ashton, Sam – Action Learning: Research and Practice, 2006
The purpose of action learning is to learn through devising solutions and strategies in response to problems and implementing them through deliberative action. To understand the relation between action and learning, learners and facilitators need sufficient understanding of both concepts, but they are handicapped by lack of adequate theory and…
Descriptors: Experiential Learning, Active Learning, Problem Solving, Cooperative Learning
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Mumford, Alan – Action Learning: Research and Practice, 2006
Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in "schools". This provides an interesting analysis, but…
Descriptors: Experiential Learning, Educational Theories, Organizational Theories, Organizational Development
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Coghlan, David; Pedler, Mike – Action Learning: Research and Practice, 2006
In qualification programmes based on action learning, there has hitherto been little articulation of what is particular to research dissertations undertaken in an action learning mode. This article addresses the questions of what such a dissertation entails and how it can be undertaken, supervised and examined. It discusses some of the foundations…
Descriptors: Learning Modalities, Experiential Learning, Doctoral Dissertations, Management Development
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Shuttleworth, Sue – Action Learning: Research and Practice, 2005
I passionately believe that reflective practice is an essential competency for the busy GP veterinary surgeon to develop throughout their career. Action learning sets would appear to offer a way of promoting this while at the same time helping the GP veterinary surgeon find a way forward with professional issues. In this article I reflect on my…
Descriptors: Experiential Learning, Reflective Teaching, Competence, Training Methods
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Vince, Russ – Action Learning: Research and Practice, 2004
The theme of this paper is a discussion of the relationship between action learning and organizational learning. The main argument is that action learning has been understood in terms of the impact that it can have within the organization, and that, in addition, it is important to ask--what is the impact of organization on action learning? The…
Descriptors: Relationship, Experiential Learning, Organizational Culture, Learning
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Clark, Elaine – Action Learning: Research and Practice, 2004
This paper looks at some research conducted with young carers and a multidisciplinary team of professionals as co-researchers. In this paper I suggest that action learning is a natural activity which occurs when programmed knowledge is combined with questions from colleagues/learners with different perspectives to create a shift in perception in…
Descriptors: Learning Motivation, Experiential Learning, Empowerment, Questionnaires