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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
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  Data: A Review of Action Learning Practices in China and Its Cultural Adaptations
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  Data: <searchLink fieldCode="AR" term="%22Yunong+Li%22">Yunong Li</searchLink><br /><searchLink fieldCode="AR" term="%22Judy+A%2E+O'Neil%22">Judy A. O'Neil</searchLink>
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  Data: 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
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  Data: 18
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Training%22">Leadership Training</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Development%22">Organizational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Collectivism%22">Collectivism</searchLink><br /><searchLink fieldCode="DE" term="%22Individualism%22">Individualism</searchLink><br /><searchLink fieldCode="DE" term="%22Ambiguity+%28Context%29%22">Ambiguity (Context)</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/14767333.2025.2573324
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  Data: 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.
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      – SubjectFull: China
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