Action Learning: Research and Practice

2004 - 2025

Current editor(s): Kiran Trehan and Clare Rigg

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The problem of action in action learning pp. 115-118: The Editors
Doers of the Word? An enquiry into the nature of action in action learning pp. 119-135: John Rooke, Caroline Altounyan, Angela Young and Steve Young
Action learning: facilitating real change for part-time occupational therapy students pp. 137-152: Susan Walsh and Colette Fegan
Writing it down—writing it out—writing it up: researching our practice through action learning pp. 153-171: Pete Mann and Davina Clarke
What action learning is not in the twenty-first century pp. 173-187: Penny Simpson and Tom Bourner
Accounts of Practice pp. 189-189: The Editors
Challenging from the margins into the mainstream—improving renal services in a collaborative and entrepreneurial spirit pp. 191-198: Margaret Attwood
A flexible friend: action learning in the context of a multi-agency organisation development programme pp. 199-209: John Edmonstone and Hugh Flanagan
Mindset change in a cross-cultural context pp. 211-218: Martin Loeve
Book Reviews pp. 219-228: The Editors

SPECIAL ISSUE: Lean thinking and action learning pp. 1-2: Mike Pedler
SPECIAL ISSUE: Lean and learning: reshaping working and learning in organizations pp. 3-8: Ivo De Loo, Otmar Donnenberg, Urs Baldegger, Steve Briault, Ad Krijnen and Rhetta Moran
Systems thinking, lean production and action learning pp. 9-24: John Seddon and Simon Caulkin
Learning from Toyota: how action learning can foster competitive advantage in new product development (NPD) pp. 25-43: Barbara Fuchs
Transformation to a customer-oriented perspective through action learning in product and service development pp. 45-59: Annika Olsson
Integrated learning with international banking executives pp. 61-68: Sabine Zinke and Steve Briault
Count me in: the role of action learning in making learning and skills provision more inclusive pp. 69-75: Gill O'toole
Case study: planning as learning pp. 77-86: Peter A. C. Smith
Culture and commitment: the key to the creation of an action learning organization pp. 87-94: Matthew Hind and John Koenigsberger
Action learning as relational practice pp. 95-104: Tom Boydell and Chris Blantern
Lean thinking, banish waste and create wealth in your corporation pp. 105-106: Allard Droste
Freedom from command and control: a better way to make the work work pp. 107-108: David Binnerts
The Toyota way: 14 management principles from the world's greatest manufacturer pp. 109-111: Ad Krijnen

The limits to ‘knowledge management’ or inventing the wheel of our own practice pp. 123-126: Mike Pedler
Action learning dissertations: structure, supervision and examination pp. 127-139: David Coghlan and Mike Pedler
Virtual action learning: experiences from a study of an SME e-learning programme pp. 141-159: Jean-Anne Stewart and Gillian Alexander
Where should the action be—inside the classroom or outside the classroom? A comparison of the action-learning outcomes in Singapore, China, Korea, New Zealand and Australia pp. 161-173: Jens Mueller, Tan Wee Liang, Hu Hanjun and John Thornton
Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives pp. 175-186: Marianne Mead, Carole Yearley, Chris Lawrence and Cathy Rogers

Action learning for change? pp. 1-4: The Editors
Where's the action? The concept of action in action learning pp. 5-29: Sam Ashton
Action learning: avoiding conflict or enabling action pp. 31-44: Aileen Corley and Ann Thorne
Developmental action learning: Toward collaborative change pp. 45-67: Joseph Raelin and Jonathan Raelin
Action learning: nothing so practical as a good theory pp. 69-76: Alan Mumford
Accounts of practice pp. 77-77: The Editors
Developing citizen leaders through action learning pp. 79-87: Dolores Foley
Action learning from a participant's perspective pp. 89-96: N. Lee
Action learning guided by Tao for lifelong learning pp. 97-105: Sam Kong San
Book reviews pp. 107-122: The Editors

Reflections on working with critical action learning pp. 149-165: Clare Rigg and Kiran Trehan
Facilitating organizational development through action learning—some practical and theoretical considerations pp. 167-184: Otmar Donnenberg and Ivo De Loo
The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning pp. 185-202: Michael Marquardt and Deborah Waddill
Enhancing action learning with student feedback pp. 203-218: Garry F. Hoban

Inspecting cases against Revans' ‘gold standard’ of action learning pp. 11-27: Verna J. Willis
The practice of self-managed action learning pp. 29-42: Suzanne O'Hara, Tom Bourner and Trix Webber
Action learning: towards a framework in inter-organisational settings pp. 43-61: Paul Coughlan and David Coghlan
Action learning and organizational learning: power, politics and emotion in organizations1 pp. 63-78: Russ Vince
Using action learning to support individual and organisational reflection in an international development and relief agency pp. 81-89: Nick Wright
Using action learning to consolidate coaching skills pp. 91-99: Clare Norman1 and Anne Powell2
Tackling work related stress in a National Health Service Trust pp. 101-107: Donna Vick and Hilary Whyatt
Action learning with young carers pp. 109-116: Elaine Clark