Questions where and for whom action learning might not work and seeks to find the limits of the method. Suggests that by better understanding the situations in which action learning works least well, its more effective use will be more fully understood.
Bourner, T., Beaty, L., Lawson, J. and O’Hara, S. (1996), "Action learning comes of age: questioning action learning", Education + Training, Vol. 38 No. 8, pp. 32-35. https://doi.org/10.1108/00400919610146306Download as .RIS
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