A Review of Action Learning Practices in China and Its Cultural Adaptations
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| Title: | A Review of Action Learning Practices in China and Its Cultural Adaptations |
|---|---|
| Language: | English |
| Authors: | Yunong Li, Judy A. O'Neil |
| Source: | Action Learning: Research and Practice. 2026 23(1):54-71. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Experiential Learning, Problem Solving, Leadership Training, Cultural Differences, Organizational Development, Power Structure, Foreign Countries, Collectivism, Individualism, Ambiguity (Context), Gender Differences |
| Geographic Terms: | China |
| DOI: | 10.1080/14767333.2025.2573324 |
| ISSN: | 1476-7333 1476-7341 |
| Abstract: | Action Learning (AL), a problem-solving and leadership development method, was developed by Reginald Revans in England and has evolved when applied in other countries to meet local contexts. In China, AL has been a preferred practice in many organizations for over two decades. However, limited research has been conducted to synthesize how AL is utilized in Chinese organizations and the cultural differences observed in its practice. To explore these questions, we conducted a content analysis on 13 Action Learning programs, identified in 12 articles, that implemented AL as a tool for leadership and organizational development in Chinese organizations. Drawing on the four theoretical schools of AL and Hofstede's and Marquardt's cultural dimensions, we found that Chinese organizations tended to favor the Experiential School of AL. Further, power distance, collectivism vs. individualism, and uncertainty avoidance significantly influence the design and facilitation of Chinese AL programs. This article concludes by discussing cultural adaptations and suggestions for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503661 |
| Database: | ERIC |
| Abstract: | Action Learning (AL), a problem-solving and leadership development method, was developed by Reginald Revans in England and has evolved when applied in other countries to meet local contexts. In China, AL has been a preferred practice in many organizations for over two decades. However, limited research has been conducted to synthesize how AL is utilized in Chinese organizations and the cultural differences observed in its practice. To explore these questions, we conducted a content analysis on 13 Action Learning programs, identified in 12 articles, that implemented AL as a tool for leadership and organizational development in Chinese organizations. Drawing on the four theoretical schools of AL and Hofstede's and Marquardt's cultural dimensions, we found that Chinese organizations tended to favor the Experiential School of AL. Further, power distance, collectivism vs. individualism, and uncertainty avoidance significantly influence the design and facilitation of Chinese AL programs. This article concludes by discussing cultural adaptations and suggestions for future research. |
|---|---|
| ISSN: | 1476-7333 1476-7341 |
| DOI: | 10.1080/14767333.2025.2573324 |
