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Action Learning: Research and Practice Volume 5, 2008 - Issue 2: CONFERENCE SPECIAL EDITION: ACTION LEARNING: PRACTICES, PROBLEMS & PROSPECTS
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Articles

‘Learning-in-action’ and ‘learning inaction’: advancing the theory and practice of critical action learning

Russ Vince School of Management/School for Health, University of Bath, UKView further author information
Pages 93-104 | Received 11 Nov 2007, Published online: 24 Jul 2008

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John Edmonstone & Daniela Cialfi. (2023) Are birds free from the chains of the skyway? Action learning in a cultural context. Action Learning: Research and Practice 20:3, pages 239-251.
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Bernhard Hauser, Clare Rigg, Kiran Trehan & Russ Vince. (2023) How to facilitate critical action learning. Action Learning: Research and Practice 20:2, pages 116-131.
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Russ Vince. (2023) Both/and thinking: embracing creative tensions to solve your toughest problems. Action Learning: Research and Practice 20:1, pages 84-86.
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Farooq Mughal. (2021) Action learning – a political affair. Action Learning: Research and Practice 18:3, pages 200-210.
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John Edmonstone. (2021) Workplace intelligence: unconscious forces and how to manage them. Action Learning: Research and Practice 18:3, pages 293-295.
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Catharine Ross, Lynn Nichol, Carole Elliott, Sally Sambrook & Jim Stewart. (2021) Discourses of practice: an examination of KEF and its effects on the AL/HRD community. Action Learning: Research and Practice 18:3, pages 227-249.
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Anne Murphy, María José Canel & Xabier Barandiarán. (2020) How do public leaders learn from society? A reflexive analysis of action learners. Action Learning: Research and Practice 17:2, pages 172-185.
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Mike Pedler. (2020) On social action. Action Learning: Research and Practice 17:1, pages 1-9.
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Daniel Scott. (2019) How do facilitators most effectively support CAL?: an account of practice of a facilitator’s research project. Action Learning: Research and Practice 16:3, pages 266-279.
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John Edmonstone. (2019) Is action learning culture bound? An exploration. Action Learning: Research and Practice 16:3, pages 223-237.
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John Edmonstone. (2019) Beyond critical action learning?: Action learning’s place in the world. Action Learning: Research and Practice 16:2, pages 136-148.
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John Edmonstone, Aileen Lawless & Mike Pedler. (2019) Leadership development, wicked problems and action learning: provocations to a debate. Action Learning: Research and Practice 16:1, pages 37-51.
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Ulrike Burger & Kiran Trehan. (2018) Action learning in East Africa: new encounters or impossible challenges?. Action Learning: Research and Practice 15:2, pages 126-138.
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Elena Antonacopoulou. (2018) Energising critique in action and in learning: The GNOSIS 4R Framework. Action Learning: Research and Practice 15:2, pages 102-125.
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Mike Pedler. (2018) Paradox regained. Action Learning: Research and Practice 15:1, pages 73-78.
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Tish Elliott & Mike Pedler. (2018) Collaborative knowledge and intellectual property: an action learning conundrum. Action Learning: Research and Practice 15:1, pages 18-27.
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Mike Pedler & Cheryl Brook. (2017) The innovation paradox: a selective review of the literature on action learning and innovation. Action Learning: Research and Practice 14:3, pages 216-229.
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Rob Warwick, Janet McCray & Douglas Board. (2017) Bourdieu’s habitus and field: implications on the practice and theory of critical action learning. Action Learning: Research and Practice 14:2, pages 104-119.
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Pamela Heneberry & Arthur Turner. (2016) Critical action learning – rituals and reflective spaces. Action Learning: Research and Practice 13:1, pages 60-68.
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Roger Mendonça, Anthony Parker, Uwem Udo & Catherine Groves. (2015) Student accounts of action learning on a DBA programme: learning inaction. Action Learning: Research and Practice 12:3, pages 334-343.
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Kiran Trehan & Clare Rigg. (2015) Enacting critical learning: power, politics and emotions at work. Studies in Higher Education 40:5, pages 791-805.
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Margaret Gearty. (2015) Beyond you and me: stories for collective action and learning? Perspectives from an action research project. Action Learning: Research and Practice 12:2, pages 146-165.
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Pamela Ajoku. (2015) Incorporating a transformational learning perspective in action learning sets. Action Learning: Research and Practice 12:1, pages 3-21.
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Mike Pedler & Shih-wei Hsu. (2014) Unlearning, critical action learning and wicked problems. Action Learning: Research and Practice 11:3, pages 296-310.
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Valerie Stead. (2014) The gendered power relations of action learning: a critical analysis of women’s reflections on a leadership development programme. Human Resource Development International 17:4, pages 416-437.
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Karen Jones, Sally A. Sambrook, Luke Pittaway, Andrew Henley & Heather Norbury. (2014) Action learning: how learning transfers from entrepreneurs to small firms. Action Learning: Research and Practice 11:2, pages 131-166.
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Cheryl Brook & Christopher Milner. (2014) Reflections on ‘creative’ action learning in business education: some issues in its theory and practice. Teaching in Higher Education 19:2, pages 126-137.
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Judith Breen. (2014) Exploring criticality in management education through action learning. Action Learning: Research and Practice 11:1, pages 4-24.
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John Edmonstone. (2014) On the nature of problems in action learning. Action Learning: Research and Practice 11:1, pages 25-41.
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Kiran Trehan & Clare Rigg. (2013) The paradox of facilitation in action learning. Action Learning: Research and Practice 10:3, pages 211-213.
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Cheryl Brook & Gill Christy. (2013) Doing right in business: can action learning develop moral sensitivity and promote ethical behaviour?. Action Learning: Research and Practice 10:3, pages 214-229.
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Cheryl Brook. (2013) What shaped action learning in the UK? Accounting for the development of action learning as a managerial and organizational development practice. Management & Organizational History 8:3, pages 231-244.
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Sunyoung Park, Ingu Kang, Taryn R. Valencic & Yonjoo Cho. (2013) Why are we using action learning and in what contexts?. Action Learning: Research and Practice 10:1, pages 4-24.
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Russ Vince. (2012) The contradictions of impact: action learning and power in organizations. Action Learning: Research and Practice 9:3, pages 209-218.
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David Coghlan. (2012) Understanding insight in the context of Q. Action Learning: Research and Practice 9:3, pages 247-258.
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Joanna Kozubska & Bob MacKenzie. (2012) Differences and impacts through action learning. Action Learning: Research and Practice 9:2, pages 145-164.
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Alison Hillman. (2012) Working with negative emotions in sets. Action Learning: Research and Practice 9:2, pages 177-182.
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Cheryl Brook, Mike Pedler & John Burgoyne. (2012) Some debates and challenges in the literature on action learning: the state of the art since Revans. Human Resource Development International 15:3, pages 269-282.
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Mike Pedler & Margaret Attwood. (2011) How can action learning contribute to social capital?. Action Learning: Research and Practice 8:1, pages 27-39.
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Mandy Chivers & Alan Yates. (2010) The narrative turn in action learning practices: from restitution to quest. Action Learning: Research and Practice 7:3, pages 253-266.
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John Edmonstone. (2010) When action learning doesn't ‘take’: reflections on the DALEK programme. Action Learning: Research and Practice 7:1, pages 89-97.
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Bernhard Hauser. (2009) Action learning in an SME: appetite comes with eating. Action Learning: Research and Practice 6:3, pages 349-355.
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Monder Ram & Kiran Trehan. (2009) Critical by design: enacting critical action learning in a small business context. Action Learning: Research and Practice 6:3, pages 305-318.
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Lisa Anderson & Jeff Gold. (2009) Conversations outside the comfort zone: identity formation in SME manager action learning. Action Learning: Research and Practice 6:3, pages 229-242.
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Kiran Trehan & Mike Pedler. (2009) Animating critical action learning: process-based leadership and management development. Action Learning: Research and Practice 6:1, pages 35-49.
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Jane Linklater & Kamil Kellner. (2008) Don't just do something … stand there: using action learning to help organisations work with anxiety. Action Learning: Research and Practice 5:2, pages 167-172.
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Aileen Lawless. (2008) Action learning as legitimate peripheral participation. Action Learning: Research and Practice 5:2, pages 117-129.
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