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May 2024, Volume 21, Issue 2
- 123-123 Anniversary special issue
by Craig Johnson & Christine Abbott & Chandana Sanyal & George Boak - 124-124 Action learning for democracy
by Bernhard Hauser & Mike Pedler - 125-126 International action learning conference and congress 2025
by George Boak - 127-128 Managing the emotional complexities of action learning
by George Boak - 129-143 ‘SAGA’: a method to support the practice of critical action learning
by Bernhard Hauser & Russ Vince - 144-158 Participant perspectives on action learning in higher education: a framework for learning
by Meadbh Ruane & Sandra Corlett - 159-160 People, place and pathways
by Christine Abbott & Genevieve Cother & Chandana Sanyal & Tom Boydell - 161-173 The use of action learning sets in developing a multiple lens view model with a charity’s leadership team. An account of practice
by Sarah Trussler & Sue Shippen & Paul McCay - 174-184 Developing leaders on-line using action learning: an account of practice
by Katie Willocks & Julia Rouse - 185-192 Action learning in social work education
by Jessica Garner - 193-195 How well are we known? Opportunities for action learning!
by Mike Pedler & Helen Baxter & Daniela Cialfi & John Edmonstone & Hannah Wilson - 196-201 Research handbook of innovation for a circular economy
by Genevieve Cother - 201-204 A Research Agenda for Leadership Learning and Development Through Higher Education
by Jean-Anne Stewart - 204-207 Research Handbook on Public Leadership. Reimagining Public Leadership in a Post-Pandemic Paradigm
by Axel Kaehne - 207-209 Elgar introduction to organizational improvisation theory
by Jo Kennedy - 209-212 When McKinsey comes to town: the hidden influence of the world’s most powerful consulting firm
by John Edmonstone
January 2024, Volume 21, Issue 1
- 1-1 Call for papers
by George Boak & Craig Johnson & Christine Abbott - 2-4 The facilitator/coach in action learning
by Peter Cauwelier & George Boak - 5-16 Mindsets of experienced action learning coaches and their impact on the practice of coaching action learning groups
by Michael Marquardt - 17-29 The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme
by Chandana Sanyal - 30-42 Humanistic person-centred set facilitation
by Gary Shepherd - 43-62 Facilitating action learning & virtual action learning for leadership development: experiences and insights from a UK Masters programme
by Jean-Anne Stewart - 63-69 What a difference a coach makes!
by Verieux Vow Mourillon - 70-76 Successful scaling of action learning principles through self-facilitated peer coaching groups
by Shannon Banks - 77-85 Action learning: from strict sessions to other applications
by Nidhipon Tritiptawin - 86-93 Developing skills of action learning facilitators
by Fiona Scrase & George Boak - 94-98 Illuminating the unseen: an action learning coach's journey
by Paulina Chu - 99-106 Developing a learning mindset with action learning
by Bea Carson - 107-121 Action learning within the Dutch public sector: tools for facilitators
by Robert P. Groen
September 2023, Volume 20, Issue 3
- 197-200 Remembering John Burgoyne
by George Boak - 201-202 Developing ideas and stories about action learning
by George Boak - 203-220 The impact of Codevelopment Action Learning on work self-efficacy, based on the results of a mixed-methods longitudinal study
by Maxime Paquet & Louis Bélisle & Nathalie Lafranchise & François L’Écuyer & Nesrine Fazez & Élodie Latreille & Nathalie Sabourin - 221-238 Critical incident technique and action learning to enable organizational learning
by Hanne Finnestrand & Ola Edvin Vie & George Boak - 239-251 Are birds free from the chains of the skyway? Action learning in a cultural context
by John Edmonstone & Daniela Cialfi - 252-281 Action learning for community development from the lens of the UN's SDGs: a systematic literature review
by Seung-Hee Park & Yonjoo Cho & Hyeon-Cheol Bong - 282-285 The power of action learning in driving change and innovation
by Genevieve Cother & Christine Abbott & Chandana Sanyal & Jane Creaton - 286-291 A story of collaboration and action learning to create a sustainable future
by Christine Abbott & Anita Tscherne & Michael Weiss - 292-298 Action learning helps talent development and problem solving in Chinese companies
by Jiyan Shi & Christine Abbott - 299-299 Toxic leadership, silences, circular economy and organisational value
by Helen Baxter - 300-303 Toxic leadership: research and cases
by Eugene Sadler-Smith - 303-305 The Great Unheard at work: understanding voice and silence in organisations
by Chris Dalton
May 2023, Volume 20, Issue 2
- 97-98 Action learning aiding innovation
by George Boak - 99-99 In memoriam – Professor John Burgoyne
by Cheryl Brook - 100-115 Guidelines for action learning as professional development to transform Physical Education in low resourced primary schools in South Africa
by Samantha A. Kahts-Kramer & Lesley Wood - 116-131 How to facilitate critical action learning
by Bernhard Hauser & Clare Rigg & Kiran Trehan & Russ Vince - 132-148 Finding innovation opportunities in SMEs through futures and foresight learning: an action learning approach
by Jeff Gold & Ollie Jones - 149-151 Writing creatively about action learning: insights from practitioners
by Jane Creaton & Christine Abbott & Genevieve Cother & Chandana Sanyal - 152-159 Making action learning our own: a story from the Basque Country
by Olatz Errazquin & Ana Agirre & Amaia Miner & Anne Murphy - 160-169 Thinking in colours
by Jane Neal-Smith & Gill Bishop & Bob Townley - 170-179 Sentimental education – learning from action to become an action learning facilitator
by Thomas Radke - 180-181 How to promote inclusion, collective intelligence and democracy
by Helen Baxter & Daniela Cialfi & John Edmonstone & Mike Pedler & Hannah Wilson - 182-185 Critical action research challenging neoliberal language and literacies education: auto and duoethnographies of global experiences
by Fadhila Yonata & Zulfah & Aidillah Suja - 185-188 Shut down the Business School: What’s Wrong with Management Education
by Chris Blantern - 189-192 The big con: how the consulting industry weakens our businesses, infantilises our governments and warps our economies
by John Edmonstone - 192-196 Managing diversity: toward a globally inclusive workplace (fifth edition)
by Lori Anderson
January 2023, Volume 20, Issue 1
- 1-2 Call for Papers
by Peter Cauwelier & George Boak - 3-4 Action learning in an uncertain world
by Craig Johnson - 5-16 Using action learning research for the development and implementation of an ePortfolio in nursing clinical placements
by Hind Bahri & Mourad Madrane & Terri Downer & Michelle Gray & Hanan Ahabrach & Nisrin El Mlili - 17-37 School leader development with action learning
by Craig Filipkowski - 38-56 Advancements on action learning and lean complementarity: a case of developing leaders as lean learning facilitators
by Henrik Saabye - 57-59 Editorial: collective learning and partnership: relational aspect of action learning
by Chandana Sanyal & Christine Abbott & Genevieve Cother & Jane Creaton - 60-66 Twenty-five years: a self-managed action learning set
by Chris Yates - 67-73 Action learning and integrated care systems in Essex, UK
by Sarah Lennox & Paul Taylor & Mike Pedler - 74-81 How does action learning and manufacturing intersect? Lessons learned from designing and implementing work-Based learning courses
by Stephanie Jones & Athena Wooldridge & Connor Lubojacky - 82-83 The varieties & verities of action learning
by Helen Baxter & Daniela Cialfi & John Edmonstone & Mike Pedler & Hannah Wilson - 84-86 Both/and thinking: embracing creative tensions to solve your toughest problems
by Russ Vince - 86-88 Powerful or powerless in the virtual space – the choice is yours
by Helen Baxter - 88-91 Learning from active failure – learning through entrepreneurship
by Robert A. Phillips - 91-93 Creativities: the what, how, who, where and why of the creative process
by Tudor Rickards - 93-95 Project action learning (PAL) guidebook: practical learning in organizations
by Yury Boshyk
September 2022, Volume 19, Issue 3
- 227-227 International action learning conference
by The Editors - 228-229 Action learning and innovation
by George Boak - 230-247 Improving community relations in the police through procedural justice – an action learning initiative
by Jeff Gold - 248-250 Action learning and healthcare
by John Edmonstone - 251-268 Action learning and healthcare 2011–2022
by George Boak - 269-274 Action learning and healthcare: affinities and challenges
by C. Sanyal & J. Edmonstone & C. Abbott & K. Winterburn & G. Boak - 275-282 Quality improvement in healthcare: an action learning approach
by Pauline Joyce - 283-289 Good beginnings; experiences of trust and safety within action learning for healthcare leadership development
by Jackie Kilbane & Sophie Hempsall & Katharine North & Pavlos Zafeiris - 290-300 Innovation, exploration and a whole lot of learning through an online programme of Allied Health Professional development
by Toby Lindsay - 301-311 Ten years on: a mirror in which to practice – using action learning to change end-of-life care
by Kathryn Winterburn & Kathryn Winterburn - 312-313 Action learning: from academic and entrepreneurial problems
by Cialfi Daniela - 314-317 Organizational misbehaviour
by Gibson Burrell - 317-321 How to be a reflexive researcher
by Cathy Sharp - 321-323 Human resource development: from theory into practice
by Jim Stewart - 323-326 Social entrepreneurship – a practice-based approach to social innovation
by Robert A. Phillips - 326-329 Negative capability in leadership practice: implications for working in uncertainty
by John Edmonstone
May 2022, Volume 19, Issue 2
- 117-117 International Action Learning Conference 2023
by The Editors - 118-119 The versatility of action learning
by George Boak - 120-129 Action learning: resources held in Manchester and Salford
by Mike Pedler & John Edmonstone & Naomi Chambers & Ann Mahon & Elaine Clark & Helen Baxter & Alexandra Mitchell & Victoria Garlick - 130-145 Transcending the role: personal transformation of action-learning facilitators
by Rosetta Pillay - 146-164 Enhancing apprenticeships within the Higher Education curriculum – an Action Learning and Action Research study
by Rebecca Quew-Jones - 165-183 Action Learning in Japan: challenging cultural values
by Yayoi Hirose - 184-187 Action learning facilitation: practitioner insights
by Christine Abbott & Kathryn Winterburn - 188-189 The cart before the horse: using artful practice to keep action learning fresh
by James Traeger - 190-192 Love in action
by Sonia Mayor - 193-195 Relational Action Learning
by Tom Boydell - 196-197 Reflections
by Laurie Smith - 198-199 Reflections on virtual action learning sets
by Mary Keating - 200-208 Working well with power in the virtual space
by Ghislaine Caulat - 209-210 Action learning and real-world problems
by Craig Johnson - 211-215 Handbook of teaching and learning at business schools: a practice-based approach
by Michael Walton - 215-218 Research handbook on nonprofit governance
by Christopher Bones - 218-219 Growing through reflection: a journal for action learning facilitators
by George Boak - 219-222 Organisation development in healthcare: a critical appraisal for practitioners
by Philip Glanfield - 222-224 Methodologies for practice research: approaches for professional doctorates
by Fiona Armstrong-Gibbs - 224-226 The 25th global forum on the future of leadership, learning and strategic change in Dubai, March 20–23, 2022
by Bernhard Hauser
January 2022, Volume 19, Issue 1
- 1-2 What’s the use of action learning?
by Cheryl Brook - 3-18 Bridging research to practice via action learning
by Jeff Gold & Mike Pedler - 19-32 Codevelopment Action Learning during the pandemic – findings from two online co-learning and co-creation events
by Maxime Paquet & Nathalie Sabourin & Nathalie Lafranchise & Ron Cheshire & Jeanne Pelbois - 33-48 An action learning approach to mathematics learning in the light of the cognitional theory of Bernard Lonergan
by Cornelia Connolly & Tom Cosgrove - 49-64 Improving interdisciplinary online course design through action learning: a chinese case study
by Na Li & Qian Wang & Jiajun Liu & Victoria J. Marsick - 65-67 Mapping the journey of practice
by Christine Abbott & Kathryn Winterburn & Chandara Sanyal - 68-80 Because how we talk matters: using action inquiry to nurture a coaching culture
by Cathy Sharp & Joette Thomas & Ruth Brown - 81-88 The stakeholders in action learning: aiding individual transformative learning
by Jane Robertson & Steyn Heckroodt - 89-98 An account of practice on facilitated co-constructed action learning: a reflection of the executive education programme delivery
by Bing Wu Berberich - 99-100 Action learning and global challenges
by Craig Johnson - 101-103 The hidden power of systems thinking: governance in a climate emergency
by George Boak - 103-106 Leadership unravelled: the faulty thinking behind modern management
by John Edmonstone - 106-109 Gender and leadership
by Hannah Wilson - 109-113 Book Review: Creating a Healthy Organisation; Perceptions, Learning, Challenges and Benefits
by Alaa Garad - 113-116 Social work, critical reflection and the learning organization
by Paul Taylor
September 2021, Volume 18, Issue 3
- 195-197 Call for Paper
by The Editors - 198-199 Together in adversity
by George Boak - 200-210 Action learning – a political affair
by Farooq Mughal - 211-226 Physical Co-location: an intersection of problem-solving and vicarious learning
by Radhika Venkat & Amit Gupta & Jayanta Banerjee & Ramesh Babu Chellappan - 227-249 Discourses of practice: an examination of KEF and its effects on the AL/HRD community
by Catharine Ross & Lynn Nichol & Carole Elliott & Sally Sambrook & Jim Stewart - 250-256 Writing an Account of Practice as a process of theorising in action learning
by David Coghlan & Clare Rigg - 257-258 Adapting for change: action learning as a method of working with uncertainty
by Kathryn Winterburn - 259-266 Action learning as a catalyst for change: the wicked problem of employment with a chronic health condition
by Hannah Vaughan & Tricia Jolliffe - 267-273 Looking at the bigger picture: designing and facilitating action learning across boundaries
by Natalie Marguet & Hannah Wilson - 274-279 The application of action learning at board level in a business emerging from distress
by Joe Anwyll - 280-281 Book review editorial 18.3
by George Boak & Mike Pedler & John Edmonstone & Hannah Wilson - 282-283 Act like a leader, think like a leader
by Clare Rigg - 283-285 Power, politics, and organizational change: winning the turf game
by Victoria Maxfield - 286-288 Debating bad leadership: reasons and remedies
by Michael Walton - 288-292 Too good to be true?
by MIke Pedler - 293-295 Workplace intelligence: unconscious forces and how to manage them
by John Edmonstone - 295-297 Planned change: why Kurt Lewin’s social science is still best practice for business results, change management, and human progress
by George Boak
May 2021, Volume 18, Issue 2
- 89-90 What does action learning look like today?
by Cheryl Brook - 91-101 What happens to P? Lessons from network action learning research
by Paul Coughlan & David Coghlan - 102-120 An emerging action learning framework to foster individual transformative learning during management development programmes
by Jane Robertson & Nicky Terblanche & Heidi Le Sueur - 121-135 The wicked problem of employee wellbeing: creating safe space within a change laboratory
by Aileen Lawless & Katie Elizabeth Willocks - 136-150 Action learning for neighbourhood improvement – from practice to theory
by Asher Rospigliosi & Tom Bourner - 151-152 Flexing, adapting and evolving action learning
by Daniel Scott & Chandana Sanyal & Kathryn Winterburn & Christine Abbott - 153-158 The use of action learning sets on a DBA programme – an account of practice from the students’ perspective
by Dorothy Bird & Patrice Duffy - 159-166 Oil and water? Combining Action Learning with academic theory
by Diane Wilkinson & Joe Mackenzie - 167-174 The ethos of action learning within a virtual Reflective Practice Forum: an account of practice drawing connections between action learning, community of practice and supervision frameworks
by Chandana Sanyal & Julie Haddock-Millar & David Clutterbuck & Melissa Richardson - 175-176 Editorial 18.2
by George Boak & Mike Pedler & John Edmonstone & Hannah Wilson - 177-179 The rainmaker effect: Contradictions of the learning organisation
by John Edmonstone - 179-182 How to coach your team: release its potential and hit peak performance
by Peter Hawkins - 182-184 101 Coaching supervision techniques, approaches, enquiries and experiments
by Sarah Crabbe - 185-188 Productivity and innovation in SMEs creating competitive advantage in Singapore and South East Asia
by Andreas Walmsley - 188-191 What do entrepreneurs create?
by John S. Park - 191-193 CSR, Sustainability, and Leadership. 1st Edition
by Paul Iles
January 2021, Volume 18, Issue 1
- 1-4 Adaptive action learning: a refusal to define
by Cheryl Brook & Aileen Lawless & Chandana Sanyal - 5-19 Learning together, learning apart: integrated action learning through a socio-technical systems lens
by Hannah Wilson & Matthew Tucker & Claire Hannibal & Zhuohua Qu - 20-37 Adaptive action learning in an online community: facilitating a large cohort to deliver results
by David Callaghan & Helen Collins - 38-51 Lessons about action learning from undergraduate students in Budapest
by Sára Csillag & Anna L. Hidegh - 52-66 Using an action learning approach to support women social learning leaders’ development in sport
by Erin Kraft & Diane M. Culver - 67-74 Adapting action learning in the legal profession: the role of the ‘provided’ problem
by Bernadette McDonald - 75-83 Reflective journaling and WhatsApping as part of a management degree apprentice’s action learning practice
by Joni Rhodes & Cheryl Brook - 84-88 Leadership development: a complexity approach
by Ian Lovegrove
September 2020, Volume 17, Issue 3
- 257-258 Looking back but thinking forward: embracing action from within … … … …
by David Higgins - 259-272 A tale of two ethoses: neoliberalism and action learning
by John Edmonstone - 273-291 Action learning for community development in a Korean context
by Seung-Hee Park & Yonjoo Cho & Hyeon-Cheol Bong - 292-304 An instrument of social action: Revans’ learning disabilities project (1969–1972) in a politico-historical context
by Cheryl Brook - 305-307 In the service of change
by Christine Abbott & Daniel Scott & Kathryn Winterburn & Chandana Sanyal - 308-313 Using action learning for the development of senior leaders in China
by Tang Changjun - 314-325 Fostering a culture of creativity and innovation
by Colin Winning - 326-334 Action learning in teacher education for teaching twenty-first-century thinking skills
by Sevda Dolapcioglu - 335-336 The action learning organisation
by Judith Breen & Mike Pedler & John Edmonstone & George Boak - 337-339 The Oxford handbook of the learning organization
by George Boak - 339-341 Agile and lean concepts for teaching and learning: bringing methodologies from industry to the classroom
by Craig Johnson - 342-342 Comment on Craig Johnson’s review
by Bernhard Hauser - 343-346 Radical organisation development
by John Edmonstone
June 2020, Volume 17, Issue 2
- 167-168 Action learning in the time of corona
by Cheryl Brook - 169-171 Action learning: research and practice special issue
by Cheryl Brook & Aileen Lawless & Chandana Sanyal - 172-185 How do public leaders learn from society? A reflexive analysis of action learners
by Anne Murphy & María José Canel & Xabier Barandiarán - 186-199 Transforming traditional views of school leadership for school-community collaboration: a PALAR approach
by Bruce Damons & Lesley Angelina Wood - 200-214 Facilitating the facilitators of action learning in China: practices and prospects
by Cheryl Brook & Christine Abbott - 215-215 An Appreciation of the late Kath Aspinwall (11.02.1943–15.09.2019), who was a highly valued and committed member of this journal’s editorial team over the last decade
by The Editors - 216-217 Action learning – purpose, processes and perspectives
by Chandana Sanyal & Kathryn Winterburn & Christine Abbott & Daniel Scott - 218-223 The importance of action learning for a newly qualified social worker and the impact this has on frontline practice
by Georgina Baines - 224-231 Using action learning to raise self-awareness and increase accountable in a PR agency in Bangkok, Thailand
by Anna Frummerin - 232-238 Dis-ease of experience – a critically reflexive account of practice
by Kathryn Winterburn - 239-239 Re-framing theory and practice in current and future organisational contexts
by Judith Breen & Mike Pedler & John Edmonstone & George Boak - 240-241 Theorizing in organization studies: insights from key thinkers
by David Coghlan - 241-244 Hubristic leadership
by John Edmonstone - 245-250 Management and business research
by Bernadette McDonald - 250-252 Stop the rot: reframing governance for directors and politicians
by Jim Stewart - 252-255 Doing action research in your own organisation
by Edel Roddy
January 2020, Volume 17, Issue 1
- 1-9 On social action
by Mike Pedler - 10-23 Practising change together – where nothing is clear, and everything keeps changing
by Cathy Sharp - 24-33 Participatory action research as political education
by Éva Tessza Udvarhelyi - 34-47 The transformative potential of action learning in community-based research for social action
by Ortrun Zuber-Skerritt & Lesley Wood & Judith Kearney - 48-61 Action learning and action research to alleviate poverty
by George Boak & Jeff Gold & David Devins - 62-71 Carbon management and community-based action learning: a theory to work experience
by Annie L. Booth & Kyle Aben & Barbara Otter & Todd Corrigall & Christie Ray & Sinead Earley - 72-83 Using participatory action learning to Empower the active citizenship of young people
by Anna Jarkiewicz - 84-99 Social action learning: applicability to comrades in adversity in Nigeria
by Adrian Ogun & Reginald Braggs & Jeff Gold