Document Type
Article
Rights
Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence
Abstract
Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.
DOI
https://doi.org/10.1080/14767333.2016.1245652
Recommended Citation
O'Leary, D.F., Coughlan P., Rigg C. & Coghlan, D. (2016). Turning to Case Studies as a Mechanism for Learning in Action Learning. Action Learning Research and Practice, vol. 14, no. 1, pp. 3-17. doi:10.1080/14767333.2016.1245652
Funder
European Union
Included in
Community-Based Learning Commons, Educational Methods Commons, Entrepreneurial and Small Business Operations Commons, Leadership Studies Commons, Operations and Supply Chain Management Commons, Organizational Behavior and Theory Commons, Organization Development Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons
Publication Details
Action Learning Research and Practice, vol. 14, no. 1, pp. 3-17. Available at http://www.tandfonline.com/doi/full/10.1080/14767333.2016.1245652 .