The Challenge of Evaluating Action Learning

John Edmonstone

Action Learning: Research and Practice, 2015, vol. 12, issue 2, 131-145

Abstract: The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation framework is outlined, based on recent reviews of evaluations of development programmes, while recognising that establishing clear causal links remains problematic.

Date: 2015
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DOI: 10.1080/14767333.2015.1041452

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