TY  - JOUR
AB  - 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.
VL  - 28
IS  - 8/9
SN  - 0309-0590
DO  - 10.1108/03090590410566570
UR  - https://doi.org/10.1108/03090590410566570
AU  - Anderson Lisa
AU  - Thorpe Richard
PY  - 2004
Y1  - 2004/01/01
TI  - New perspectives on action learning: developing criticality
T2  - Journal of European Industrial Training
PB  - Emerald Group Publishing Limited
SP  - 657
EP  - 668
Y2  - 2024/04/23
ER  -