The versatility of action learning

Abstract

Action learning supporting the development of women leaders in Canada (volume 18, issue 1). Action learning being used in three EU-funded inter-organisational and international projects (18.2). Online co-development events using action learning with over 140 participants from nine French-speaking countries (19.1). A project using action learning for neighbourhood improvement in the UK (18.2). Action learning for undergraduates in Hungary, including online interactions (18.1). A case study of action learning in China being used for teacher professional development (19.1). A change laboratory using action learning to support an employee well-being agenda (18.2). The use of Revans’ problem-solving praxeology to analyse inter-organisational learning between co-located companies in India (18.3). Management development programmes using action learning to foster individual transformations (18.2). As well as the online action learning in the examples above, recent research papers have focused on online action learning as part of a professional doctorate, using synchronous and asynchronous communication, and online action learning for a large cohort of undergraduate and postgraduate students engaged in undertaking research for dissertations (both in 18.1). Action learning is practised by members of both academic and practitioner communities, and research papers on this in recent issues include a paper on building bridges between the two communities (19.1) a paper on academic-practitioner collaboration, and a paper on developing theories from accounts of practice (both in 18.3). Wilkinson and Mackenzie have offered an account of a practice paper on difficulties encountered when trying to combine a traditional academic approach to teaching with action learning, and how one of these difficulties was overcome (18.2).