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Editorial

Scholarly practice: re-connecting the l, p and q

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References

  • Brook, C., M. Pedler, C. Abbott, and J. Burgoyne. 2016. “On Stopping Doing Those Things that are not Getting us to Where we Want to be: Unlearning, Wicked Problems and Critical Action Learning.” Human Relations 69 (2): 369–389. doi: 10.1177/0018726715586243
  • Griggs, V., R. Holden, A. Lawless, and J. Rae. 2018. “From Reflective Learning to Reflective Practice: Assessing Transfer.” Studies in Higher Education 43 (7): 1172–1183. doi:10.1080/03075079.2016.1232382.
  • Lawless, A. 2008. “Action Learning as Legitimate Peripheral Participation.” Action Learning: Research and Practice 5 (2): 117–129. doi: 10.1080/14767330802185632
  • Lawless, A., S. Sambrook, and J. Stewart. 2012. “Critical Human Resource Development: Enabling Alternative Subject Positions within a Master of Arts in Human Resource Development Educational Programme.” Human Resource Development International 15 (3): 321–336. doi: 10.1080/13678868.2012.689214
  • MacGregor, C. J., and J. Fellabaum. 2016. “Dissertation Redesign for Scholarly Practitioners in Educational Leadership: Increasing Impact through.” In Contemporary Approaches to Dissertation Development and Research Methods, edited by V. A. Storey and K. A. Hesbol, 53–69. Hershey, PA: IGI Global.

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