Action Learning : Research & Practice will publish articles which advance knowledge and assist the development of practice through the processes of action learning. Articles should aim to create theory, grounded in empirical observation of data and experience, that widens understanding of action learning and research in professional and organisational settings. Papers should encourage practitioners to gain new insights into their work and help them improve their effectiveness and contribution to their clients and the wider community.
Action learning is grounded in the approach pioneered by Reg Revans which holds that there can be no learning without action and no knowing without the effort to practise and implement what is claimed as knowledge. Because action learning promotes the creative integration of thinking & doing, theory & practice, academic & practitioner, contributors are asked to strive to hold these often diverse perspectives together. An important question in assessing papers will be: “Is this likely to help people in the further development of their practice in working with people, organisations and communities?”
Articles which cross the conventional boundaries of professions, organisations and communities are particularly welcome.
Action Learning: Research & Practice will address a wide audience spanning many worlds of professional practice. The editors place particular value upon writing which is clear, direct, accessible, and well-organised.
Action Learning: Research & Practice will publish three types of contribution:
• Refereed papers: Submissions should be between 3000 and 6000 words in length. • Accounts of Practice: Submissions are usually within a range of 2,000-3,500 words. • Reviews: including review articles, surveys of fields of practice, conference reports and book reviews of recent relevant publications.
Peer Review Policy All refereed papers in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
Accounts of Practice are reviewed by the Editorial Board. These articles should express the concept of action learning by presenting examples of, and explaining how, action learning has led to the development of new perspectives and new ideas and how the practitioner has changed practice because of insights gained through collaborative learning. An abstract of 100-200 words should accompany accounts of practice of up to 5000 words. For further information on preparing an account of practice, please see our Guidelines for Author
Journal metrics
Usage
68K annual downloads/views
Citation metrics
1.1 (2023) Impact Factor
1.0 (2023) 5 year IF
1.6 (2023) CiteScore (Scopus)
0.663 (2023) SNIP
0.240 (2023) SJR
Speed/acceptance
9 days avg. from submission to first
decision
24 days avg. from acceptance to online
publication
12% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Editors George BoakYork Business School, York St John University, UK Craig JohnsonUniversity of Bradford, UK
Associate Editor, USA Joe RaelinNortheastern University, USA
Journal Administrator Barbara LongmoreUK
Editorial Board Christine AbbottCentre for Action Learning Facilitation, UK Yonjoo ChoUniversity of Texas, USA David CoghlanTrinity College Dublin, Ireland John EdmonstoneMTDS Consultancy,UK Bernhard HauserBernhard Hauser Consulting Group, Germany Farooq Mughal University of Bath, UK Mike PedlerCo-director of CALF - the Centre for Action Learning Facilitation, and Founding Editor of Action Learning: Research and Practice Sue PritchardDirector, Food, Farming & Countryside Commission, The RSA, London, UK Clare RiggUniversity of Lancaster, UK Chandana SanyalMiddlesex University, London, UK Lotte SvalgaardRoskilde University, Denmark Kiran TrehanUniversity of York, UK, and Former Editor of Kathryn WinterburnWinterburn Works Ltd, Leeds, UK Lesley WoodNorth-West University, South Africa Cheryl BrookUniversity of Porstmouth, UK Meadbh RuaneAtlantic Technological University, Ireland Helen BaxterUniversity of Manchester, UK Hannah WilsonLiverpool John Moores University, UK Genevieve CotherThe Action Learning Institute, Australia Sara CsillagBudapest Business School, Hungary
Editorial Advisory Board Hyeon-Cheol BongChonbuk National University,South Korea Yury BoshykThe Global Executive Learning Network Mandy ChiversShift Happens Ltd, UK Michael MarquardtWorld Institute for Action Learning, USA Judi MarshallLancaster University, UK Jean-Anne Stewart,Henley Business School, UK Russ VinceUniversity of Bath, UK
Updated 19 May 2023
Abstracting and indexing
Action Learning : Research & Practice is listed in the 2018 ABS Journal Quality Guide.
Rating: 1 (Management Development and Education)
Action Learning : Research & Practice is abstracted and indexed in Australian Education Index (AEI), Australian Research Council (ARC) Ranked Journal List, British Education Index, EBSCO (Business Source Complete, Business Source Corporate, Education Research Complete), Educational Research Abstracts online (ERA) , ERIC and Ergonomics Abstracts; RePec.
Open access
Action Learning: Research and Practice is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Members of the International Foundation of Action Learning (IFAL) can receive an individual print subscription to Action Learning: Research & Practice at a special society member rate. Please see the pricing or subscribe page for details.
Print ISSN:
1476-7333
Online ISSN:
1476-7341
3 issues per year
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