 Turning to case studies as a mechanism for learning in action learningDenise O’Leary, Paul Coughlan, Clare Rigg and David Coghlan Action Learning: Research and Practice, 2017, vol. 14, issue 1, 3-17 Abstract: Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur. Date: 2017 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:14:y:2017:i:1:p:3-17 Ordering information: This journal article can be ordered from DOI: 10.1080/14767333.2016.1245652 Access Statistics for this article Action Learning: Research and Practice is currently edited by Kiran Trehan and Clare Rigg More articles in Action Learning: Research and Practice from Taylor & Francis Journals |
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