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New perspectives on action learning: developing criticality

Lisa Anderson (University of Salford, Salford, UK)
Richard Thorpe (Leeds University, Leeds, UK)

Journal of European Industrial Training

ISSN: 0309-0590

Article publication date: 1 October 2004

Abstract

This article discusses the role of criticality in action learning and in Master's level management education; examines approaches to developing criticality through social constructionist approaches to learning and illustrates how a heightened consciousness of language use by managers can be used to develop critical reflection. Examines critical management pedagogy and critical reflection and their relationship to action learning. Discusses the nature of Master's level management education and the role of criticality in the pursuit of “scholarship”. Reviews social constructionist approaches to management learning and examines the use of critical management language in a Master's programme at a UK university. Shows how social constructionist approaches to management development can lead to critical reflection. This was a regional sample, requiring more geographical coverage. Provides information and ideas for management developers using action learning who wish to develop critical thinking. Gives a new and additional perspective on social constructionist approaches to learning.

Keywords

Citation

Anderson, L. and Thorpe, R. (2004), "New perspectives on action learning: developing criticality", Journal of European Industrial Training, Vol. 28 No. 8/9, pp. 657-668. https://doi.org/10.1108/03090590410566570

Publisher

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Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited