Action Learning: Research and Practice

2004 - 2025

Current editor(s): Kiran Trehan and Clare Rigg

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Volume 22, issue 1, 2025

International Conference: Action Learning 7–9 April 2025 pp. 1-1

The Editors

International Action Learning Congress: 15th–17th September 2025 POSTPONED until 2026 pp. 2-4

The Editors

Functions and forms of action learning pp. 5-6

George Boak

Turn the handle everyday: developing circular practices in hospitality through auto action learning pp. 7-25

Leigh Morland and John Lever

Action learning. A possible response to the challenges of business higher educations pp. 26-40

Gábor Király and Ildikó Dén-Nagy

Heutagogy as a principle in teaching study skills: skills tutors and meta reflexivity through the lens of action learning pp. 41-54

Jane Neal-Smith, Gillian Bishop and Bob Townley

Responsible AI and action learning pp. 55-67

Craig Johnson and Emad Mohamed

Developing action learning pp. 68-70

T. Boydell, C. Abbott, G. Cother and C. Sanyal

Practice of action learning in supporting business model transformation in a multinational pharmaceutical company in China pp. 71-79

Xunli Cheng and Christine Abbott

The Swedes have a word for it pp. 80-81

Mike Pedler, Helen Baxter, John Edmonstone and Hannah Wilson

Higher education for good: teaching and learning futures pp. 82-85

Hannah Cobb

Research handbook on leadership in healthcare pp. 85-87

Patrick Marshall

Human resource development: critical perspectives and practices pp. 88-90

Jim Stewart

The invisible doctrine: the secret history of neoliberalism (& how it came to control your life) pp. 90-92

John Edmonstone

Research handbook on the governance of projects pp. 92-92

David Coghlan

Aha … wow! yes pp. 93-95

Rosetta Pillay

Volume 21, issue 3, 2024

International action learning conference 2025 pp. 213-214

The Editors

International Action Learning Congress, Austria 2025 pp. 215-215

George Boak, Craig Johnson and Barbara Longmore

Twenty years of action learning research and practice pp. 216-217

Craig Johnson

Twenty years of Action Learning: Research and Practice pp. 218-227

Craig Johnson, George Boak, Mike Pedler, Kiran Trehan, Clare Rigg, David Higgins and Cheryl Brook

Twenty years of action learning in the journal Action Learning: Research and Practice pp. 228-243

George Boak

Action learning: towards a framework in interorganizational settings revisited – twenty years of network action learning pp. 244-253

Paul Coughlan and David Coghlan

Action learning in a broader context: three challenges pp. 254-264

John Edmonstone

Action learning in higher education: reflections on facilitating AL in leadership development programmes pp. 265-271

Chandana Sanyal, Mary Hartog and Julie Haddock-Millar

Quaker clearness and action learning pp. 272-277

Christine Abbott and Rhiannon Grant

Becoming an action learning facilitator – two stories pp. 278-284

Hilary Medway, Tom Boydell and Christine Abbott

Action learning: humanistic values and an ecumenical practice pp. 285-286

Mike Pedler, Helen Baxter, John Edmonstone and Hannah Wilson

The handbook of action learning: the go-to source for individual, organizational and social development pp. 287-291

Yury Boshyk

Accelerated action learning – using a hands-on talent development strategy to solve problems, innovate solutions, and develop people pp. 291-294

Lotte Svalgaard

Rethinking workplace learning and development pp. 295-298

Simon Moralee

The nature of contemporary organization development pp. 298-301

John Edmonstone

Volume 21, issue 2, 2024

Anniversary special issue pp. 123-123

Craig Johnson, Christine Abbott, Chandana Sanyal and George Boak

Action learning for democracy pp. 124-124

Bernhard Hauser and Mike Pedler

International action learning conference and congress 2025 pp. 125-126

George Boak

Managing the emotional complexities of action learning pp. 127-128

George Boak

‘SAGA’: a method to support the practice of critical action learning pp. 129-143

Bernhard Hauser and Russ Vince

Participant perspectives on action learning in higher education: a framework for learning pp. 144-158

Meadbh Ruane and Sandra Corlett

People, place and pathways pp. 159-160

Christine Abbott, Genevieve Cother, Chandana Sanyal and Tom Boydell

The use of action learning sets in developing a multiple lens view model with a charity’s leadership team. An account of practice pp. 161-173

Sarah Trussler, Sue Shippen and Paul McCay

Developing leaders on-line using action learning: an account of practice pp. 174-184

Katie Willocks and Julia Rouse

Action learning in social work education pp. 185-192

Jessica Garner

How well are we known? Opportunities for action learning! pp. 193-195

Mike Pedler, Helen Baxter, Daniela Cialfi, John Edmonstone and Hannah Wilson

Research handbook of innovation for a circular economy pp. 196-201

Genevieve Cother

A Research Agenda for Leadership Learning and Development Through Higher Education pp. 201-204

Jean-Anne Stewart

Research Handbook on Public Leadership. Reimagining Public Leadership in a Post-Pandemic Paradigm pp. 204-207

Axel Kaehne

Elgar introduction to organizational improvisation theory pp. 207-209

Jo Kennedy

When McKinsey comes to town: the hidden influence of the world’s most powerful consulting firm pp. 209-212

John Edmonstone

Volume 21, issue 1, 2024

Call for papers pp. 1-1

George Boak, Craig Johnson and Christine Abbott

The facilitator/coach in action learning pp. 2-4

Peter Cauwelier and George Boak

Mindsets of experienced action learning coaches and their impact on the practice of coaching action learning groups pp. 5-16

Michael Marquardt

The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme pp. 17-29

Chandana Sanyal

Humanistic person-centred set facilitation pp. 30-42

Gary Shepherd

Facilitating action learning & virtual action learning for leadership development: experiences and insights from a UK Masters programme pp. 43-62

Jean-Anne Stewart

What a difference a coach makes! pp. 63-69

Verieux Vow Mourillon

Successful scaling of action learning principles through self-facilitated peer coaching groups pp. 70-76

Shannon Banks

Action learning: from strict sessions to other applications pp. 77-85

Nidhipon Tritiptawin

Developing skills of action learning facilitators pp. 86-93

Fiona Scrase and George Boak

Illuminating the unseen: an action learning coach's journey pp. 94-98

Paulina Chu

Developing a learning mindset with action learning pp. 99-106

Bea Carson

Action learning within the Dutch public sector: tools for facilitators pp. 107-121

Robert P. Groen