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Emancipatory potential of action learning:a critical analysis
16 references·6 citing·43 second hop
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References

  • 1991The fifth discipline, the art and practice of the learning organization20,050 cited
  • 1999An Organizational Learning Framework: From Intuition to Institution4,537 cited
  • 1992Border Crossings: Cultural Workers and the Politics of Education2,347 cited
  • 2000At the Critical Moment: Conditions and Prospects for Critical Management Studies1,070 cited
  • 2001Learning In The Workplace: Strategies for effective practice821 cited
  • 2000Organizational Learning: Debates Past, Present And Future795 cited
  • 1997Making Sense of Management: A Critical Introduction682 cited
  • 1993Emerging Varieties of Action Research: Introduction to the Special Issue457 cited
  • 1980Action Learning: New Techniques for Management415 cited
  • 1999Breaking the Consensus: lifelong learning as social control331 cited
  • 1994Reframing Human Resource Management: Power, Ethics and the Subject at Work324 cited
  • 2005Life, Work and Learning308 cited
  • 2000Moving out of the `Armchair': Developing a Framework to Bridge the Gap between Feminist Theory and Practice265 cited
  • 2001Critical education against global capitalism: Karl Marx and revolutionary critical education225 cited
  • 2000Politics and Organizational Learning

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223 cited
  • 2001Adult Education at the Crossroads: Learning our way out165 cited
  • Cited by

    • 2006Using evidence: how action learning can support individual and organisational learning through action research38 cited
    • 2014The gendered power relations of action learning: a critical analysis of women’s reflections on a leadership development programme31 cited
    • 2008Developing healthcare practice through action learning: individual and group journeys31 cited
    • 2014Unlearning, critical action learning and wicked problems29 cited
    • 2011The inseparability of action and learning: unravelling Revans' action learning theory for Human Resource Development (HRD)28 cited
    • 2012Socratic Dialogue and Self-Directed Group Work: Strengthening Ethical Practice in Social Work8 cited