Edmonstone, J (2014) On the nature of problems in action learning. Action Learning: research and practice, 1 (11). pp. 25-41. ISSN 1476-7341

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The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning – in terms of the locus of a set's work; from the viewpoint of an organisation using action learning; in terms of the different ways in which learning is used and as distinguishing between technical and practical knowledge. It addresses the question of whether action learning is suited for wicked problems only. The challenge to action learning provided by appreciative inquiry is examined and a range of conclusions is offered.

Item Type: Article
Uncontrolled Keywords: action learning, problems and puzzles, wicked and tame problems, appreciative inquiry
Subjects: L Education > L Education (General)
Divisions: Faculty of Humanities and Social Sciences > School of Social Science and Public Policy
Depositing User: Symplectic
Date Deposited: 23 Apr 2015 10:32
Last Modified: 20 May 2019 14:51
URI: https://eprints.keele.ac.uk/id/eprint/423

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