New perspectives on action learning: developing criticality

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.

Action learning in international settings: Possibilities for developing organising insight

“…Specifically, it is increasingly recognised that action learning allows much space for the exploration of social and political aspects of practice (Anderson & Thorpe, 2004;Reynolds & Vince, 2004;Rigg & Trehan, 2004, Vince, 2004. Although Revans's position acknowledged social and political aspects of action learning, he did not see these as central to learning and his work has been questioned for underestimating their importance and complexity (McLaughlin & Thorpe, 1993;Pedler, 1997).…”

“…Whilst others have of course recognised these opportunities (Wilmott, 1997;Anderson & Thorpe, 2004;Rigg & Trehan, 2004), Reynolds and Vince (2004) argue that the synergies between action learning and critical management education have not been sufficiently championed.…”

“…Of note, the second illustration also highlights the important contribution that language differences made to such realisations. This develops arguments made by Anderson and Thorpe (2004) who found that a heightened consciousness of language use can promote critical reflection, to suggest the importance of international language differences in stimulating such reflection.…”

Refocusing — Building a Future for Entrepreneurial Education and Learning

“…Problems such as social tensions, joy, guilt, or even helplessness, are part of the entrepreneur's life; these are not addressed in conventional pedagogies, which favour more objective, factual or functionalist viewsthe implicit message being that these are not business problems, but they shape the very existence of the entrepreneur's reality. Many scholars -for example, Kolb (1984) -assume that learning is a sequential process under our conscious control: in practice, however, this not necessarily the case (Burgoyne and Reynolds, 1997;Anderson and Thorpe, 2004).…”

Reflections of a ‘late-career’ early-career researcher: an account of practice

“…While my initial mentor believed that what I was doing was adequate for the proposal and could be remedied at a later date, I could not reconcile myself with what I had written and a week before the deadline, I undertook a brutal review and ulli g p o ess. To pa aph ase (Anderson and Thorpe, 2004), I had already moved from listening to the sermon at undergraduate level to understanding the scriptures and being able to choose which ones to utilise to tell a story at masters level. In this critical incident, I believe that I was beginning to demonstrate an awareness of the inadequacy of this approach for doctoral research.…”