Action Learning: Research and Practice

2004 - 2025

Current editor(s): Kiran Trehan and Clare Rigg

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Volume 14, issue 3, 2017

Developing a sense of appreciation for inquiry pp. 213-215

David Higgins

The innovation paradox: a selective review of the literature on action learning and innovation pp. 216-229

Mike Pedler and Cheryl Brook

Assessing the value of action learning for social enterprises and charities pp. 230-242

Sue Smith and Laurie Smith

Navigating with inner knowing and awakened presence: an approach to leading in a complex world pp. 243-255

Katharina C. Sell

Impacts and effects of action learning in practice pp. 256-257

Sue Smith, Kathryn Winterburn, Kath Aspinwall and Christine Abbot

An action learning approach to the question: are ambulance response time targets achievable? pp. 258-268

Alan Slater

Delivering Australian vocational qualifications through action learning pp. 269-274

Robert Cother and Genevieve Cother

Using action learning sets to support students managing transition into the clinical learning environment in a UK medical school pp. 275-285

Anne McKee and Sharon Markless

A refreshed focus for a new reality pp. 286-286

Judith Breen, Mike Pedler, John Edmonstone and Brian Milsom

Managing & organizations: an introduction to theory and practice (4th edition) pp. 287-288

Jim Stewart

The Routledge companion to reinventing management education pp. 288-292

Jeff Gold

Reflexive leadership pp. 292-295

George Boak

A very short, fairly interesting and reasonably cheap book about human resource management pp. 295-298

Margaret Nicholson

Qualitative methods in business research pp. 298-301

Liz Yeomans

Editorial Board pp. ebi-ebi

The Editors

Volume 14, issue 2, 2017

Translation across multiple boundaries pp. 103-103

Clare Rigg

Bourdieu’s habitus and field: implications on the practice and theory of critical action learning pp. 104-119

Rob Warwick, Janet McCray and Douglas Board

Enhancing postgraduate learning and development: a participatory action learning and action research approach through conferences pp. 120-135

Lesley Wood, Ina Louw and Ortrun Zuber-Skerritt

Western practices in Chinese governance: a case study of the implementation of action learning pp. 136-155

Miklós Horváth

On being curiously safe pp. 156-157

Christine Abbott, Kathryn Winterburn, Kath Aspinwall and Sue Smith

Business Action Learning Tasmania (BALT) – an account of practice pp. 158-166

Genevieve Cother and Robert F. Cother

Action learning as an element within an assessed and supported year in employment for newly qualified social workers: a three-role perspective pp. 167-173

Carol Wells, Ikedola Animashaun and Anneliese Gibb

Weaving action learning into the fabric of manufacturing: the impact of humble inquiry and structured reflection in a cross-cultural context pp. 174-184

Elizabeth A. Luckman

Safe or unsafe? The paradox of action learning pp. 185-196

Jane Robertson and Diane Bell

New questions for learning pp. 197-197

Judith Breen, Mike Pedler, John Edmonstone and Brian Milsom

The return of the learning organisation? pp. 198-202

Mike Pedler

A critical introduction to coaching and mentoring pp. 202-205

Mary Holmes

Homo prospectus pp. 205-209

Tom Bourner

Universities and global human development: theoretical and empirical insights for social change pp. 209-211

Elaine Clarke

Inside organizations: exploring organizational experiences pp. 211-212

Craig Johnson

Volume 14, issue 1, 2017

Finding and developing voice: enabling action through scholarly practice pp. 1-2

David Higgins

Turning to case studies as a mechanism for learning in action learning pp. 3-17

Denise O’Leary, Paul Coughlan, Clare Rigg and David Coghlan

Challenges of adopting constructive alignment in action learning education pp. 18-28

Björn Remneland Wikhamn

From real life to real life: bringing ‘double awareness’ from Action Learning programmes into organisational reality pp. 29-49

Lotte Svalgaard

Crafting action learning to the context? pp. 50-52

Kath Aspinwall, Chris Abbott, Sue Smith and Kathryn Winterburn

Critical action learning: a method or strategy for peer supervision of coaching practice pp. 53-61

Arthur Turner, David Tee and Sally Crompton

Enhancing care for older people living in nursing homes in rural Australia using action learning as a catalyst for change pp. 62-71

Wendy Penney, Julienne Meyer, Penny Cash, Lisa Clinnick and Louise Martin

Virtual action learning: a pilot in building leadership capacity pp. 72-82

Phil Radcliff

Action learning in postgraduate research training pp. 83-95

Trevor Marchand

Writing and doing action research pp. 96-99

Genevieve Cother

Responsible leadership: realism and romanticism pp. 99-102

Taposh Kumar Roy

Volume 13, issue 3, 2016

Conscious unlearning, unconscious unlearning and forgetfulness – a plea to record our action learning experiences pp. 199-200

Clare Rigg

Action learning and action research – revisiting similarities, differences, complementarities and whether it matters pp. 201-203

Clare Rigg and David Coghlan

Procuring a sustainable future: an action learning approach to the development and modelling of ethical and sustainable procurement practices pp. 204-218

George Boak, Peter Watt, Jeff Gold, David Devins and Robert Garvey

Action learning sets and social capital: ameliorating the burden of clergy isolation in one rural diocese pp. 219-234

Judith A. Muskett and Andrew Village

Art, reflection and transformation in action learning pp. 235-236

Kathryn Winterburn, Kath Aspinwall, Sue Smith and Christine Abbott

Learning through artful knowing pp. 237-251

Pleuntje van Meer

Developing deep group reflection within a Critical Reflection Action Learning set pp. 252-262

Gary Shepherd

What am I to action learning and what is action learning to me? pp. 263-271

Daniel Doherty

Action learning in postgraduate executive management education: an account of practice pp. 272-280

Meadbh Ruane

Integration: challenges and opportunities pp. 281-282

Judith Breen, Mike Pedler, John Edmonstone and Brian Milsom

Action research: principles and practice pp. 283-285

Mark Robson

Organizational change and strategy: an interlevel dynamics approach (2nd Edition) pp. 285-287

Giles A. Hindle

Teaming: how organisations learn, innovate and compete in the knowledge economy pp. 287-290

Daniel Doherty

Leadership-as-practice: theory and application pp. 290-293

Jean Kellie

A guide to professional doctorates in business and management pp. 294-298

Tom Bourner

Editorial Board pp. ebi-ebi

The Editors

Volume 13, issue 2, 2016

Nurturing the seeds of action learning: protecting the wild garden pp. 99-100

Aileen Lawless

Enabling team learning in healthcare pp. 101-117

George Boak

Using action research and action learning for entrepreneurial network capability development pp. 118-138

Helen McGrath and Thomas O’Toole

Action learning, performativity and negative capability pp. 139-147

John Edmonstone

Reflections of embedded action learning in the learning and transformational processes pp. 148-150

Sue Smith, Kathryn Winterburn, Christine Abbott and Kath Aspinwall

Action learning in virtual higher education: applying leadership theory pp. 151-159

Joseph Curtin

Reflections of a ‘late-career’ early-career researcher: an account of practice pp. 160-167

Catherine J. Groves

Enhancing the practice of social work pp. 168-175

Ruth King

First time facilitator’s experience: designing and facilitating an action learning programme in China pp. 176-183

Jinshuai Wang and Mike Bloodworth

Champions of change pp. 184-185

Judith Breen, Mike Pedler, John Edmonstone and Brian Milsom

Realising critical HRD. Stories of reflecting, voicing and enacting critical practice pp. 186-187

Carole Elliott

Feminism in community: adult education for transformation pp. 187-190

Maeve O’Grady

The sage encyclopedia of action research pp. 190-192

Cathy Sharp

Dialogue in organizations, developing relational leadership pp. 192-193

Clare Rigg

The Routledge companion to critical management studies pp. 194-196

Rachel Peacock

Perspectives on change: what academics, consultants and managers really think about change pp. 196-198

John Edmonstone

Volume 13, issue 1, 2016

Action learning -- making a ‘research turn’ pp. 1-2

Clare Rigg

Embodied generosity -- the ethics of doing action research in the places where we work pp. 3-9

James Traeger

How multi-levels of individual and team learning interact in a public healthcare organisation: a conceptual framework pp. 10-22

Louise Doyle, Felicity Kelliher and Denis Harrington

Place-based learning: action learning in MA program for educational practitioners pp. 23-37

Amnon Glassner and Yael Eran-Zoran

Accounts of practice pp. 38-40

Kath Aspinwall, Christine Abbott, Sue Smith and Kathryn Winterburn

Doing different things or doing things different: exploring the role of action learning in innovation pp. 41-49

Christine Abbott and Michael Weiss

Staying mindful in action: the challenge of ‘double awareness’ on task and process in an Action Lab pp. 50-59

Lotte Svalgaard

Critical action learning -- rituals and reflective spaces pp. 60-68

Pamela Heneberry and Arthur Turner

How a small family run business adopted Critical Reflection Action Learning using hand drawn images to initiate organisational change pp. 69-78

Gary Shepherd

Macro- and micro-level perspectives of learning pp. 79-80

Judith Breen, Mike Pedler, John Edmonstone and Brian Milsom

Creating a learning society: a new approach to growth, development, and social progress pp. 81-84

Mike Pedler

Turning learning into action pp. 84-87

Jane Dowson

Complex adaptive leadership: embracing paradox and uncertainty pp. 87-89

John Edmonstone

Leadership team coaching in practice: developing high-performing teams pp. 90-92

Mary Holmes

Great solutions through action learning -- success every time pp. 92-94

Eileen Henderson

Telling the story -- the heart and soul of successful leadership pp. 94-97

Thomas Hoyland