This article argues that action learning has been incorporated into the Chinese administrative system because of a functional need for Western learning technology. This finding contrasts with those presented in the existing literature, which assert that Western practices have only been partially implemented, if implemented at all, because they…

Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans' formulation of AL as L = P + Q. They do this--sometimes inappropriately--to the virtual or relative exclusion of other aspects, and this has consequences for the…