Action Learning: Research and Practice

2004 - 2026

Current editor(s): Kiran Trehan and Clare Rigg

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Volume 23, issue 1, 2026

International Action Learning Conference 2027 pp. 1-1

The Editors

Dialogue and learning pp. 2-4

George Boak

Journeys in action learning: career reflections and lessons for the next generation pp. 5-18

David Coghlan, Christine Abbott, Bernhard Hauser, Mike Pedler and Lesley Wood

The impact of Codevelopment Action Learning participation on facilitators’ skills and development pp. 19-34

Jeanne Pelbois, Maxime Paquet, Nesrine Fazez, Nathalie Lafranchise, Véronique Lauzon and Léane Larose

Towards a vital infrastructure sector: the development of a two-stage procurement approach for infrastructure projects through action learning pp. 35-53

Bert de Groot and Hanneke Gieske

A review of action learning practices in China and its cultural adaptations pp. 54-71

Yunong Li and Judy A. O’Neil

Bridging ancient wisdom and modern practice: applying subhāṣitāni for ethical decision-making in action learning frameworks pp. 72-87

Pooja Tomar

The inner work of the action learning facilitator: reflections from practice pp. 88-89

Christine Abbott, Tom Boydell, Anne Murphy and Chandana Sanyal

Navigating the complexities of action learning facilitation: a reflective account pp. 90-97

Meadbh Ruane, Vicky O’Rourke and Anne Burke

Embedding action learning for strategic transformation: a reflective account of practice at Ping An Bank pp. 98-103

Christine Abbott, Jun Wu, Wenjing Cui and Zhixia Mei

Experience as a facilitator on the leadership pathway for people with lived experience pp. 104-110

Brigid Russell

Relational leadership and management education pp. 111-112

Mike Pedler

The Seven Games of Leadership: navigating the inner journey of leaders pp. 113-117

Katie Elizabeth Green

The impact of executive management education – the case for relational management education in business schools pp. 118-121

Mia Jung

Shaping the future of higher education: positive and sustainable frameworks for navigating constant change pp. 122-124

Declan Fitzsimons

Flexible hybrid work pp. 125-127

Gemma Dale

A research agenda for organisational ethics pp. 128-131

Michael Walton

Volume 22, issue 3, 2025

Action learning: deep and wide pp. 273-274

George Boak

Shadow facilitation: creating conditions for facilitator reflection and action in critical action learning pp. 275-286

Bernhard Hauser and Russ Vince

Facilitating an action learning community of practice in the delivery of an interprofessional education programme in care homes pp. 287-304

Andrew Clark, Lorna Chesterton, Melanie Stephens, Siobhan Kelly, Susan Walker and Angelina Chadwick

Transforming research capacity: an effective and efficient action learning development framework for young scientists pp. 305-318

Christian M. Santiago, John Paul E. Santos and Jomer B. Mangawang

A critical action learning approach to developing the capabilities of NEET youth in South Africa pp. 319-333

Nosipho Nxumalo and Lesley Wood

Intriguing insights into the history and evolution of action learning pp. 334-337

Yury Boshyk

Adaptable methodology of action learning: creating a trusted space for collaboration and action pp. 338-340

Chandana Sanyal, Christine Abbott, Tom Boydell and Genevieve Cother

Transitions in the SEND system: collective research planning through action learning (AoP 1) pp. 341-347

Anne Murphy, Karin Tusting, Diane Ainsworth, Andy Lovatt FRSA and Diane Norburn

Codevelopment action learning as a supervisory tool to support graduate students’ academic persistence pp. 348-356

Nesrine Fazez, Nathalie Lafranchise, Léane Larose, Laurianne Rioux and Maxime Paquet

Action learning to enable personal, organisational and industry level change in Welsh agriculture (AoP3) pp. 357-369

Einir Haf Davies

Cultivating leadership development in the Department of Agriculture, Food and the Marine. (AoP 4) pp. 370-375

Mark Murray

A smorgasbord of practices pp. 376-377

Mike Pedler, Helen Baxter, John Edmonstone, Lottie Svalgaard and Hannah Wilson

Thematic analysis: a practical guide pp. 378-380

Helen Baxter and Hannah Wilson

Reflective practice for coaches pp. 380-385

Dan Doherty

Ethical leadership: A primer, second edition pp. 385-388

Fiona Armstrong-Gibbs

The Elgar companion to managing people across the Asia-Pacific: an organizational psychological approach pp. 388-391

Yonjoo Cho

Correction pp. 392-392

The Editors

Correction pp. 393-393

The Editors

Volume 22, issue 2, 2025

Action learning for democracy: Introduction to a special issue pp. 97-104

Mike Pedler and Bernhard Hauser

Founded in possibilities: an essay on action learning and democracy pp. 105-118

Michael Reynolds and Russ Vince

Via social action to public political action: organising a citizens’ assembly in northeastern Germany with an action learning ethos pp. 119-135

Thomas Radke

Enhancing democratic competences through action learning: from national initiative to COIL projects pp. 136-156

Olga Yashenkova

Reclaiming education through commoning and critical action learning: insights from Freinet teacher learning networks pp. 157-175

Stelios Pantazidis and Sophia Moisiadou

Leadership for sustainability and democracy – critical action learning and the implementation of ESD in preschools in Sweden pp. 176-195

Claudia Gillberg

Hierarchy, democracy and action learning pp. 196-206

John Edmonstone

Collaborative problem-solving in a parish association pp. 207-212

Alexandra Meister

Using (virtual) action learning in the transformation: an experiment of a multi-national company pp. 213-224

Amina Peter

Action learning sets as microcosms of democracy: trust-building and democratic engagement in organisational contexts pp. 225-235

André Cabanis

Systemic Consensing and action learning: what can our democracy learn from them? pp. 236-244

Elmar Turk and Dorothea Erharter

Applying action learning in democratic educational practices: using a triple-layered reflective approach in an MSc HRM Enhancement Programme (HRMEP) pp. 245-255

Lujia Feng, Paul Barry and Derek Eldridge

The politics of inter-action: [relational] action learning as the ‘grammar’ of democracy pp. 256-271

Chris Blantern

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