Reflections on working with critical action learning
156 citations recorded by the source corpus.
Subfields: Education, Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/216a150c093305ba7bdcb37e4c4e12d18d6f9117
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Organizational Behavior and Human Resource Management
- M. Pedler
- Chris Elliott
- D. Higgins
- Russ Vince
- J. Burgoyne
- Cheryl Brook
- Ali Yakhlef
- Toby Marshall Egan
Citations in the corpus
- What has action learning learned to become? (2005, methodology): “(p. 173) A number of questions are posed by the CAL hypothesis, particularly that it seems to exist as a concept rather than a practice, although Rigg and Trehan (2004) is a notable attempt to enact it.”
- ‘Learning-in-action’ and ‘learning inaction’: advancing the theory and practice of critical action learning (2008, background): “The ‘core facets’ of critical action learning are seen as a focus on ‘emotion, power and diversity’ (Rigg and Trehan 2004 ).”
- Learning to make sense: what works in entrepreneurial education? (2011, background): “Learning in this case develops both a heightened level of consciousness and criticality, allowing the learner to influence organisational dynamics and awareness ( Rigg and Trehan, 2004”