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Showing 1 to 15 of 92 results Save | Export
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Wilson, Hannah; Tucker, Matthew; Hannibal, Claire; Qu, Zhuohua – Action Learning: Research and Practice, 2021
To contribute to current debate concerning approaches to teaching and learning for researching complex work-based problems, we focus on the Doctorate of Business Administration (DBA) programme. We examine the development of an integrated action learning approach as part of a part-time DBA offered by a university in the UK. In adopting the lens of…
Descriptors: Experiential Learning, Business Administration Education, Doctoral Programs, Foreign Countries
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Callaghan, David; Collins, Helen – Action Learning: Research and Practice, 2021
This paper explores the literature around online and blended learning. The impetus came from a cohort of 60 students being led through their dissertation by an e-learning evangelist. Initially the pedagogy closely followed Salmon's Five Stage Model, Wenger's Community of Practice, and traditional Social Constructivism pedagogies. In hindsight, it…
Descriptors: Experiential Learning, Electronic Learning, Blended Learning, Theses
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Zuber-Skerritt, Ortrun; Wood, Lesley; Kearney, Judith – Action Learning: Research and Practice, 2020
Action learning within community-based research is a powerful capacitator of social action. Here, we consider three aspects of action learning that are vital to enable this: (i) developing self-directed and lifelong action learning; (ii) generating local and theoretical knowledge through action research and reflection on learning; and (iii)…
Descriptors: Foreign Countries, Experiential Learning, Social Action, Participatory Research
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Edmonstone, John – Action Learning: Research and Practice, 2020
The paper is an essay, rather than a researched academic work and explores the difference between two different ethe, neoliberalism and action learning. It considers two historical modernities and the emergence of a third, situating action learning and neoliberalism within this framework. It asserts that action learning and neoliberalism are…
Descriptors: Neoliberalism, Experiential Learning, Comparative Analysis, Differences
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Brook, Cheryl – Action Learning: Research and Practice, 2020
This paper examines a Revans led action learning / action research project in services for people with learning disabilities which took place between 1969 and 1972 across seven local authorities in the UK. It explores aspects of social and political history as the project unfolded, including the notable scandals in hospital and social care which…
Descriptors: Action Research, Research Projects, Learning Disabilities, Social History
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Cauwelier, Peter – Action Learning: Research and Practice, 2019
Team psychological safety is critical to team learning. When a team feels safe to talk about difficult issues and each team member feels comfortable to express feelings and ideas, the team continuously learns and improves its performance. Amy Edmondson identified team psychological safety in 1999 as a key to high-performance teams, and Google…
Descriptors: Teamwork, Security (Psychology), Job Performance, Work Environment
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Edmonstone, John; Lawless, Aileen; Pedler, Mike – Action Learning: Research and Practice, 2019
The paper examines whether, if leadership is defined by the willingness to tackle wicked issues, and if action learning is employed for leadership development purposes, do the action learning participants on leadership development programmes address such wicked issues? It adopts a version of dialogical sense-making to consider this and describes…
Descriptors: Leadership Training, Experiential Learning, Student Motivation, Academic Achievement
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Bourner, Tom; Rospigliosi, Asher – Action Learning: Research and Practice, 2019
The aim of this article is to make a contribution to understanding the ethos of action learning, by exploring how it was influenced by the early family experience of Reg Revans as the originator of action learning. In order to do so, it examines what is meant by the term 'ethos of action learning' in terms of its values and beliefs. The paper…
Descriptors: Experiential Learning, Teaching Methods, Family Life, Values
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Edmonstone, John – Action Learning: Research and Practice, 2019
The paper notes that action learning has spread globally and is used in a variety of local cultures. It considers Revans' involvement in this international aspect and explores the author's own experience of action learning in cross-cultural contexts. It addresses the issue of 'acculturation' and draws evidence from a number of examples of action…
Descriptors: Experiential Learning, Learning, Teaching Methods, Cultural Context
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Coghlan, David; Coughlan, Paul – Action Learning: Research and Practice, 2018
This article explores how Revan's praxeology and learning formula act as the foundation for the authors' enactment of the scholarship of their teaching practice. Linking to accreditation requirement of assurance of learning the authors describe two undergraduate courses that they teach and reflect on how Revan's praxeology of systems…
Descriptors: Scholarship, Instruction, Learning, Educational Practices
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Ellwood, Paul – Action Learning: Research and Practice, 2018
The starting assumption of this paper is that the management scholar-practitioner does not exist as a stable distinct category. Rather, scholarly practice may be better understood as the on-going entanglements between scholarly insight and practitioner knowledge. The learning that occurs when practitioners transition to scholarly-practititioners…
Descriptors: Theory Practice Relationship, Organizational Change, Change Strategies, Learning Processes
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Elliott, Tish; Pedler, Mike – Action Learning: Research and Practice, 2018
If everyone is contributing, if action learning involves collective learning, then new knowledge is created through a collaborative process. This is not expert knowledge and no 'one truth' is produced, this is a collective knowledge arising from a common purpose and a shared quest. Such knowledge continues to evolve without the intention to fix or…
Descriptors: Intellectual Property, Experiential Learning, Cooperative Learning, Teamwork
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Ramsey, Caroline – Action Learning: Research and Practice, 2018
Reflective Practice has been dominated for the last 25 years by an experiential school as typified by Kolb (1984. "Experiential Learning." Englewood Cliffs: Prentice Hall). This paper suggests that there are significant problems with an approach to considering futures that is based on 'knowledge' of the past, identification of ongoing…
Descriptors: Reflective Teaching, Poetry, Teaching Methods, Metacognition
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Hale, Richard; Norgate, Carolyn; Traeger, James – Action Learning: Research and Practice, 2018
The authors review the Organisational Development and Design (OD&D) capability building programmes they have facilitated in the UK Civil Service and consider the learning and impact which they have had at an individual and organisational level. These programmes have been delivered to over 350 professional civil servants across a broad range of…
Descriptors: Experiential Learning, Organizational Development, Government Employees, Foreign Countries
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Englisch, Gido – Action Learning: Research and Practice, 2018
This article attempts to build a cross-reference between a Doctoral program in Business and Administration (DBA) and the concept of 'Action Learning' made known within this programme, while also highlighting the relevance for 'Action Learning' in the authors professional daily life. The experiences made during the studies, when the concept of…
Descriptors: Doctoral Programs, Business Administration Education, Experiential Learning, Consultants
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