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Accounts of Practice

The stakeholders in action learning: aiding individual transformative learning

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Pages 81-88 | Received 01 Aug 2021, Accepted 01 Dec 2021, Published online: 06 Feb 2022

References

  • Balsiger, J., R. Forster, C. Mader, U. Nagel, H. Sironi, S. Wilhelm, and A. Zimmermann. 2017. “Transformative Learning and Education for Sustainable Development.” GAIA – Ecological Perspectives for Science and Society 26 (4): 357–359.
  • Bong, H.-C., Y. Cho, and H.-S. Kim. 2014. “Developing an Action Learning Design Model.” Action Learning: Research and Practice 11 (3): 278–295.
  • Hoggan, C. D. 2016. “Transformative Learning as a Metatheory: Definition, Criteria, and Typology.” Adult Education Quarterly: A Journal of Research and Theory 66 (1): 57–75.
  • Revans, R. 1982. The Origin and Growth of Action Learning. Brickley: Chartwell-Bratt.
  • Robertson, J., and D. Bell. 2017. “Safe or Unsafe? The Paradox of Action Learning.” Action Learning: Research and Practice 14 (2): 185–196.
  • Robertson, J., H. Le Sueur, and N. Terblanche. 2018. “An Account of Practice: Employing Drawings and Stories to Enable Reflective Learning.” Action Learning: Research and Practice 16 (1): 77–86.
  • Robertson, J., H. Le Sueur, and N. Terblanche. 2019. The Development of a Transformative Business-Driven Action Learning Framework. Stellenbosch: Stellenbosch University, Faculty of Economic Management Sciences, University of Stellenbosch Business School.
  • Robertson, J., N. Terblanche, and H. Le Sueur. 2021. “An Emerging Action Learning Framework to Foster Individual Transformative Learning During Management Development Programmes.” Action Learning: Research and Practice 18 (2): 102–120.

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