Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Action Learning: Research and… | 6 |
Author
| Boomer, Christine | 1 |
| Collin, Ita | 1 |
| Corley, Aileen | 1 |
| Fuchs, Barbara | 1 |
| Henderson, Elizabeth | 1 |
| McCormack, Brendan | 1 |
| Mumford, Alan | 1 |
| Nalborczyk, Sarah | 1 |
| Reese, Simon | 1 |
| Robinson, David | 1 |
| Sandelands, Luke | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Evaluative | 6 |
| Opinion Papers | 1 |
Education Level
| Adult Education | 5 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Japan | 1 |
| United Kingdom | 1 |
| United Kingdom (Northern… | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkReese, Simon – Action Learning: Research and Practice, 2015
This paper reflects upon a sub-optimal action learning application with a strategic business re-design project. The objective of the project was to improve the long-term business performance of a subsidiary business and build the strategic plan. Action learning was introduced to aid the group in expanding their view of the real problems…
Descriptors: Experiential Learning, Problem Solving, Academic Failure, Expectation
Nalborczyk, Sarah; Sandelands, Luke – Action Learning: Research and Practice, 2012
This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development…
Descriptors: Case Studies, Organizational Objectives, Experiential Learning, Learning Processes
Fuchs, Barbara – Action Learning: Research and Practice, 2007
New product development and commercialization are essential to entrepreneurial growth and international competitiveness. Excellence in this area is strongly supported by individual and organizational learning efforts. By analyzing how Japanese car manufacturer Toyota organizes learning, this paper evaluates the potential of action learning to…
Descriptors: Experiential Learning, Organizational Change, Organizational Development, Foreign Countries
McCormack, Brendan; Henderson, Elizabeth; Boomer, Christine; Collin, Ita; Robinson, David – Action Learning: Research and Practice, 2008
Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few…
Descriptors: Nurses, Learning Strategies, Experiential Learning, Nursing Education
Mumford, Alan – Action Learning: Research and Practice, 2006
Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in "schools". This provides an interesting analysis, but…
Descriptors: Experiential Learning, Educational Theories, Organizational Theories, Organizational Development
Corley, Aileen; Thorne, Ann – Action Learning: Research and Practice, 2006
Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical…
Descriptors: Critical Theory, Conflict, Experiential Learning, Reflection
