Action Learning: Research and Practice

2004 - 2025

Current editor(s): Kiran Trehan and Clare Rigg

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Volume 18, issue 3, 2021

Call for Paper pp. 195-197

The Editors

Together in adversity pp. 198-199

George Boak

Action learning – a political affair pp. 200-210

Farooq Mughal

Physical Co-location: an intersection of problem-solving and vicarious learning pp. 211-226

Radhika Venkat, Amit Gupta, Jayanta Banerjee and Ramesh Babu Chellappan

Discourses of practice: an examination of KEF and its effects on the AL/HRD community pp. 227-249

Catharine Ross, Lynn Nichol, Carole Elliott, Sally Sambrook and Jim Stewart

Writing an Account of Practice as a process of theorising in action learning pp. 250-256

David Coghlan and Clare Rigg

Adapting for change: action learning as a method of working with uncertainty pp. 257-258

Kathryn Winterburn

Action learning as a catalyst for change: the wicked problem of employment with a chronic health condition pp. 259-266

Hannah Vaughan and Tricia Jolliffe

Looking at the bigger picture: designing and facilitating action learning across boundaries pp. 267-273

Natalie Marguet and Hannah Wilson

The application of action learning at board level in a business emerging from distress pp. 274-279

Joe Anwyll

Book review editorial 18.3 pp. 280-281

George Boak, Mike Pedler, John Edmonstone and Hannah Wilson

Act like a leader, think like a leader pp. 282-283

Clare Rigg

Power, politics, and organizational change: winning the turf game pp. 283-285

Victoria Maxfield

Debating bad leadership: reasons and remedies pp. 286-288

Michael Walton

Too good to be true? pp. 288-292

MIke Pedler

Workplace intelligence: unconscious forces and how to manage them pp. 293-295

John Edmonstone

Planned change: why Kurt Lewin’s social science is still best practice for business results, change management, and human progress pp. 295-297

George Boak

Volume 18, issue 2, 2021

What does action learning look like today? pp. 89-90

Cheryl Brook

What happens to P? Lessons from network action learning research pp. 91-101

Paul Coughlan and David Coghlan

An emerging action learning framework to foster individual transformative learning during management development programmes pp. 102-120

Jane Robertson, Nicky Terblanche and Heidi Le Sueur

The wicked problem of employee wellbeing: creating safe space within a change laboratory pp. 121-135

Aileen Lawless and Katie Elizabeth Willocks

Action learning for neighbourhood improvement – from practice to theory pp. 136-150

Asher Rospigliosi and Tom Bourner

Flexing, adapting and evolving action learning pp. 151-152

Daniel Scott, Chandana Sanyal, Kathryn Winterburn and Christine Abbott

The use of action learning sets on a DBA programme – an account of practice from the students’ perspective pp. 153-158

Dorothy Bird and Patrice Duffy

Oil and water? Combining Action Learning with academic theory pp. 159-166

Diane Wilkinson and Joe Mackenzie

The ethos of action learning within a virtual Reflective Practice Forum: an account of practice drawing connections between action learning, community of practice and supervision frameworks pp. 167-174

Chandana Sanyal, Julie Haddock-Millar, David Clutterbuck and Melissa Richardson

Editorial 18.2 pp. 175-176

George Boak, Mike Pedler, John Edmonstone and Hannah Wilson

The rainmaker effect: Contradictions of the learning organisation pp. 177-179

John Edmonstone

How to coach your team: release its potential and hit peak performance pp. 179-182

Peter Hawkins

101 Coaching supervision techniques, approaches, enquiries and experiments pp. 182-184

Sarah Crabbe

Productivity and innovation in SMEs creating competitive advantage in Singapore and South East Asia pp. 185-188

Andreas Walmsley

What do entrepreneurs create? pp. 188-191

John S. Park

CSR, Sustainability, and Leadership. 1st Edition pp. 191-193

Paul Iles

Volume 18, issue 1, 2021

Adaptive action learning: a refusal to define pp. 1-4

Cheryl Brook, Aileen Lawless and Chandana Sanyal

Learning together, learning apart: integrated action learning through a socio-technical systems lens pp. 5-19

Hannah Wilson, Matthew Tucker, Claire Hannibal and Zhuohua Qu

Adaptive action learning in an online community: facilitating a large cohort to deliver results pp. 20-37

David Callaghan and Helen Collins

Lessons about action learning from undergraduate students in Budapest pp. 38-51

Sára Csillag and Anna L. Hidegh

Using an action learning approach to support women social learning leaders’ development in sport pp. 52-66

Erin Kraft and Diane M. Culver

Adapting action learning in the legal profession: the role of the ‘provided’ problem pp. 67-74

Bernadette McDonald

Reflective journaling and WhatsApping as part of a management degree apprentice’s action learning practice pp. 75-83

Joni Rhodes and Cheryl Brook

Leadership development: a complexity approach pp. 84-88

Ian Lovegrove

Volume 17, issue 3, 2020

Looking back but thinking forward: embracing action from within … … … … pp. 257-258

David Higgins

A tale of two ethoses: neoliberalism and action learning pp. 259-272

John Edmonstone

Action learning for community development in a Korean context pp. 273-291

Seung-Hee Park, Yonjoo Cho and Hyeon-Cheol Bong

An instrument of social action: Revans’ learning disabilities project (1969–1972) in a politico-historical context pp. 292-304

Cheryl Brook

In the service of change pp. 305-307

Christine Abbott, Daniel Scott, Kathryn Winterburn and Chandana Sanyal

Using action learning for the development of senior leaders in China pp. 308-313

Tang Changjun

Fostering a culture of creativity and innovation pp. 314-325

Colin Winning

Action learning in teacher education for teaching twenty-first-century thinking skills pp. 326-334

Sevda Dolapcioglu

The action learning organisation pp. 335-336

Judith Breen, Mike Pedler, John Edmonstone and George Boak

The Oxford handbook of the learning organization pp. 337-339

George Boak

Agile and lean concepts for teaching and learning: bringing methodologies from industry to the classroom pp. 339-341

Craig Johnson

Comment on Craig Johnson’s review pp. 342-342

Bernhard Hauser

Radical organisation development pp. 343-346

John Edmonstone

Volume 17, issue 2, 2020

Action learning in the time of corona pp. 167-168

Cheryl Brook

Action learning: research and practice special issue pp. 169-171

Cheryl Brook, Aileen Lawless and Chandana Sanyal

How do public leaders learn from society? A reflexive analysis of action learners pp. 172-185

Anne Murphy, María José Canel and Xabier Barandiarán

Transforming traditional views of school leadership for school-community collaboration: a PALAR approach pp. 186-199

Bruce Damons and Lesley Angelina Wood

Facilitating the facilitators of action learning in China: practices and prospects pp. 200-214

Cheryl Brook and Christine Abbott

An Appreciation of the late Kath Aspinwall (11.02.1943–15.09.2019), who was a highly valued and committed member of this journal’s editorial team over the last decade pp. 215-215

The Editors

Action learning – purpose, processes and perspectives pp. 216-217

Chandana Sanyal, Kathryn Winterburn, Christine Abbott and Daniel Scott

The importance of action learning for a newly qualified social worker and the impact this has on frontline practice pp. 218-223

Georgina Baines

Using action learning to raise self-awareness and increase accountable in a PR agency in Bangkok, Thailand pp. 224-231

Anna Frummerin

Dis-ease of experience – a critically reflexive account of practice pp. 232-238

Kathryn Winterburn

Re-framing theory and practice in current and future organisational contexts pp. 239-239

Judith Breen, Mike Pedler, John Edmonstone and George Boak

Theorizing in organization studies: insights from key thinkers pp. 240-241

David Coghlan

Hubristic leadership pp. 241-244

John Edmonstone

Management and business research pp. 245-250

Bernadette McDonald

Stop the rot: reframing governance for directors and politicians pp. 250-252

Jim Stewart

Doing action research in your own organisation pp. 252-255

Edel Roddy

Volume 17, issue 1, 2020

On social action pp. 1-9

Mike Pedler

Practising change together – where nothing is clear, and everything keeps changing pp. 10-23

Cathy Sharp

Participatory action research as political education pp. 24-33

Éva Tessza Udvarhelyi

The transformative potential of action learning in community-based research for social action pp. 34-47

Ortrun Zuber-Skerritt, Lesley Wood and Judith Kearney

Action learning and action research to alleviate poverty pp. 48-61

George Boak, Jeff Gold and David Devins

Carbon management and community-based action learning: a theory to work experience pp. 62-71

Annie L. Booth, Kyle Aben, Barbara Otter, Todd Corrigall, Christie Ray and Sinead Earley

Using participatory action learning to Empower the active citizenship of young people pp. 72-83

Anna Jarkiewicz

Social action learning: applicability to comrades in adversity in Nigeria pp. 84-99

Adrian Ogun, Reginald Braggs and Jeff Gold

Action learning in the service of food security and poverty alleviation in Mozambique pp. 100-107

Armando Machevo Ussivane and Paul Ellwood

Developing the circular economy in Tasmania pp. 108-124

Genevieve Cother

Exploring the challenges of system leadership in the voluntary and community sector pp. 125-137

Stephen Moss

Using action learning to tackle food insecurity in Scotland pp. 138-147

Chelsea Marshall and Ruth Cook

Developing empowered and connected leaders in the social sector: the Rank Foundation's engagement with Action Learning pp. 148-154

Sam Anderson, Caroline Broadhurst, Siobhan Edwards and Michelle Smith

DIAL: the rise of cafe-based, drop-in action learning pp. 155-165

Paul Levy and David Knowles