Turning to case studies as a mechanism for learning in action learning

O'Leary, Denise, Coughlan, Paul, Rigg, Clare ORCID: 0000-0003-1543-1447 and Coghlan, David (2017) Turning to case studies as a mechanism for learning in action learning. ACTION LEARNING, 14 (1). pp. 3-17.

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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.

Item Type:	Article
Uncontrolled Keywords:	Network action learning, case study, boundary object, boundary spanning, learning
Depositing User:	Symplectic Admin
Date Deposited:	31 Oct 2016 12:08
Last Modified:	19 Jan 2023 07:26
DOI:	10.1080/14767333.2016.1245652
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3004222