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The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning

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  • Michael Marquardt
  • Deborah Waddill

Abstract

Action learning has the ability to solve complex problems and to significantly increase the speed and quality of individual, team and organizational learning. Its theoretical base and relationship to adult learning orientations and the source of this power remain relatively unexplored. The authors conducted an extensive review of the literature in order to examine how each of the six critical components of an action learning program (namely; a problem or task, a group, the reflective inquiry process, action, learning, and an action learning coach) incorporates and applies five major adult learning schools (behaviorist, cognitivist, humanist, social and constructivist). An empirical example from the authors’ experience is presented to illustrate the extent and range in which action learning incorporates each of the five schools of adult learning.

Suggested Citation

  • Michael Marquardt & Deborah Waddill, 2004. "The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 1(2), pages 185-202, September.
  • Handle: RePEc:taf:alresp:v:1:y:2004:i:2:p:185-202
    DOI: 10.1080/1476733042000264146
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    Cited by:

    1. Carmen Bălan & Daniela Ioniţă, 2011. "Exploratory Research on the Organizational Learning in Small Enterprises and Implications for the Economic Higher Education," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 13(30), pages 464-481, June.
    2. Alan Mumford, 2006. "Action learning: nothing so practical as a good theory," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 3(01), pages 69-76.
    3. Karen Johson & Akil Amiraly, 2017. "Bringing entrepreneurial methods into the scientific classroom [L'introduction d'une approche entrepreneuriale dans un cours de sciences fondamentales]," Post-Print hal-01574725, HAL.
    4. Cheri Speier-Pero, 2018. "Leveraging Experiential Field Projects—Discovery Learning in a Masters in Analytics Program," INFORMS Transactions on Education, INFORMS, vol. 18(3), pages 162-173, May.
    5. Andrew D. Eaton & Francisco Ibáñez-Carrasco & Shelley L. Craig & Soo Chan Carusone & Michael Montess & Gordon A. Wells & Galo F. Ginocchio, 2018. "A blended learning curriculum for training peer researchers to conduct community-based participatory research," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(2), pages 139-150, May.
    6. Bernhard Hauser, 2010. "Practising virtual action learning at university," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 7(2), pages 229-235, April.

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