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Action learning comes of age ‐ part 3: action learning for what?

Suzanne O’Hara (Suzanne O’Hara are based at the University of Brighton, East Sussex, UK)

Education + Training

ISSN: 0040-0912

Article publication date: 1 July 1997

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Abstract

The third in a series of four articles that seeks to answer questions about the applicability of action learning. Aims to look at what can be learned using action learning; and seeks to identify what can be best learned by action learning and what is best learned by other methods. Concludes that action learning is most likely to produce learning that is personal, situational and emergent. It is less likely to be learning that can be closely specified in advance or is skill based. Action learning is most valuable for higher level professional development (i.e. developing excellence) and less useful for the development of foundation skills (i.e. developing competence) where instruction and training remain more important.

Keywords

Citation

Beaty John Lawson Tom Bourner, L. and O’Hara, S. (1997), "Action learning comes of age ‐ part 3: action learning for what?", Education + Training, Vol. 39 No. 5, pp. 184-188. https://doi.org/10.1108/00400919710169490

Publisher

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MCB UP Ltd

Copyright © 1997, MCB UP Limited

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