This paper explores the experiences of six Academic Skills Tutors (AST) responsible for facilitating action learning sets (ALS) on a postgraduate module. Our research focused on two elements: first, what did the tutors understand by the term critically reflexive practice in the context of business and management? Second, what has supported the…

Reflective Practice has been dominated for the last 25 years by an experiential school as typified by Kolb (1984. "Experiential Learning." Englewood Cliffs: Prentice Hall). This paper suggests that there are significant problems with an approach to considering futures that is based on 'knowledge' of the past, identification of ongoing…

This account of practice examines the implementation of and reactions to action learning through the Lean methodology in a unique, cross-cultural context. I review my time spent as a Lean coach; engaging with, training, and using action learning with employees in a garment manufacturing facility located in Bali, Indonesia. This research addresses…

The article describes the experience of forming a set in a higher education institution and offers some observations and insights gained from the perspectives of the role of the set adviser, cultural differences and the challenges of attempting to align theory, practice and experience.

The aim of this article is to explore several decades of experience of action learning and to distil lessons from that experience that are worth sharing with other practitioners. The method is to systematically collect the experiential data within three categories (sense-based, affective and cognitive data), interrogate them to draw out lessons…

Technology and millennials have created a shift in the world and how it operates. This impact has been experienced in the field of occupational therapy education. As a result of this paradigm shift, an analysis of effective teaching methodologies was carried out to assess the most effective way to engage the millennials in an analysis of…

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…

This paper describes the delivery of action learning sets to students on the peer educator course provided by the Dementia Studies Department at University of Bradford. Our understanding of action learning sets is laid out together with our rationale for their use on this course. Feedback is presented that described a conflicted, even confused…

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…