The Relationship Between Critical Action Learning, Critical Reflection And Reflexivity
At Individual And Collective Levels Within Doctor Of Business Administration (DBA)
Programmes
Doctoral Workshop
Mills, Sophie
Summary
This doctoral paper presents a summary of ideas relating to my research into the relationship
between critical action learning and critical reflection within a management education context.
Action learning is an approach to collaborative reflective learning that was conceptualised in the
1960s by Reg Revans as an alternative to traditional ‘taught’ management learning and development
methods. McGill & Beaty(1996) suggest that it is ‘based on the premise that learning is a process that
can be developed when people are helped to reflect on their attitudes and actions taken when solving
real organisational problems’ (Trehan & Pedler, 2009:35-36).
The interrelationship between action learning, critical reflection and reflexivity has been widely
discussed within management education literature (Ram & Trehan, 2010; Rowe & Wehrmeyer, 2010;
Sofo et al, 2010). Reynolds and Vince (2004) argue that reflection increases individual learning as it is
perceived to be concerned with more than passive learning. Moon (2000) perceives that reflection
improves the intensity and relevance of individual learning, supporting individual reflexivity,
introspection and growth (Brockbank & McGill 1998). With this focus upon reflective development, the
concept of (critical) reflection has now become a key feature within many management educational
programmes (Swan & Bailey, 2004).
My research aims to present an analysis of the extent to which action learning and critical action
learning are perceived to allow for the development of critical reflection and reflexivity within DBA
students. As a part-time doctoral student within the early stages of my research, I wish to use this
opportunity to share ideas with peers in order to gain guidance and advice to help move my research
forward.
Research Objectives
The main objectives of my research are detailed below:
1) What is the relationship between critical action learning and critical reflection?
2) An analysis of the links between critical action learning and collective reflection amongst ‘set’
members.
3) An analysis of the links between critical action learning and individual reflection of ‘set’
members.
4) Does reflective activity within critical action learning change over time? If so, how?
5) Are there differences in the nature and level of reflection experienced between ‘action
learning’ set members and ‘critical action learning’ set members, within DBA programmes?
Initial scrutiny of the critical reflection literature suggests that there is a need for empirical research
into the role of emotions within critical reflective activity. Van Woerkom (2010) argues that all
concepts of critical reflection are rationally idealistic, in that they focus on considerations of good and
bad learning. It is argued that descriptions of critical reflection and reflexivity are based upon
instrumental rationality (Stanovich, 2001), linking a person’s actions with obtaining personal
aspirations. He suggests that empirical research involving the scrutiny of emotions and unconscious
processes is needed to develop understanding of the extent to which people are capable of critical
reflection, and the extent to which it leads to ideals fulfilment ( van Woerkom, 2010; van Woerkon
&Croon, 2008). Swan and Bailey (2004) support this perspective, acknowledging that the
consideration of emotion in reflection and critical reflection has been missing from the literature until
relatively recent times (2004).
In a similar vein, action learning has also been criticised for its rational approach. However, Fox
(2009) asserts that the emphasis of action learning on practical action offers the opportunity for
scrutiny of irrational elements of reflection, such as emotion.
I hope to pursue this perceived ‘gap’ in the literature, with a view to including considerations of
emotion in my research.
Research Philosophy, Approach and Methodology
My initial thoughts of research methodology and philosophy link with Plowright’s (2011) perspective
relating to the use of mixed research methods and his ‘FraIM’ (Framework for an Integrated
Methodology). Plowright suggests that when using this framework, the selected methodology will
determine the philosophical perspective adopted, rather than the other way around.
I hope to gain access to two DBA programmes within the UK, one that integrates action learning
within its programme, and the other using ‘critical’ action learning. The ‘mix’ of research methods I
hope to use includes:
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Individual student diaries/logs
An analysis of reflective language or phrases used within individual coursework, over time
(longitudinal)
‘Set’ observations, possibly including video recording.
Semi-structured interviews, possibly linking them to the scrutiny of video recordings
I consider that a ‘critical realist’ philosophical approach would be suited to this research, as it would
allow for the combination of psychological and sociological perspectives on learning. Burgoyne
(2009) suggests that critical realism ‘takes the view that the world is neither a machine nor just a sea
of cultural meaning, but is an open system with emergent properties’ (154). This would allow me to
incorporate both positivist and social constructivist perspectives in my research.
Aspects of work that I wish to discuss during the workshop
I am considering using an ethnomethodological research approach. I would become an active
participant within the action learning set processes in order to gain an insight into how participants
learn from each other (Fox, 2009). I am concerned with the feasibility and logistical implications of this
approach.
I have no previous experience of using ethnography.
Additionally, I wonder if the mix of methods I hope to include will support the empirical research into
emotions, mentioned earlier.
Finally, as stated earlier, I am at the very beginning of my doctoral journey and would appreciate peer
feedback on my ideas.
References
Brockbank, A. & McGill, I. (1998) Facilitating Reflective Learning in Higher Education, Buckingham,
SRHE/Open University Press.
Burgoyne, J. (2009). Issues in action learning: a critical realist interpretation. Action Learning:
Research and Practice. 6(2), 149-161.
Fox, S. (2009). Following the action in action learning: Towards ethnomethodological studies of
(critical) action learning. Action Learning: Research & Practice, 6(1), 5-16.
Moon, J. (2000). Facilitating reflective learning in higher education (book review). Higher Education,
39(4), 489.
Plowright, D. (2011) Using mixed methods: frameworks for an integrated methodology. London: Sage
Publications Ltd.
Ram, M., & Trehan, K. (2010). Critical action learning, policy learning and small firms: An inquiry.
Management Learning, 41(4), 415-428.
Revans, R. W. (1966). The theory and practice in management. London: Macdonald.
Reynolds, M., & Vince, R. (2004). Critical management education and action-based learning:
Synergies and contradictions. Academy of Management Learning & Education, 3(4), 442-456.
Rowe, A. L., & Wehrmeyer, W. (2010). Education for sustainability: Developing MBA students' critical
reflective and action learning in their work context. Review of Business Research, 10(2), 145-149.
Sofo, F., Yeo, R.K. & Villafane, J. (2010). Optimizing the Learning in Action Learning: Reflective
Questions, Levels of Learning, and Coaching. Advances in Developing Human Resources, 12(2),
205-224.
Stanovich, K. E. (2001). The rationality of educating for wisdom. Educational Psychologist, 36(4), 247251.
Swan, E., & Bailey, A. (2004). Thinking with feeling: The emotions of reflection. In M. Reynolds & R.
Vince (Eds.), Organizing reflection(pp. 105-125). Hampshire, UK: Ashgate Publishing Limited.
Trehan, K., & Pedler, M. (2009). Animating critical action learning: Process-based leadership and
management development. Action Learning: Research & Practice, 6(1), 35-49.
van Woerkom, M. (2010). Critical reflection as a rationalistic ideal. Adult Education Quarterly, 60(4),
339-356.
van Woerkom, M. & Croon, M. (2008). Operationalising critically reflective work behaviour. Personnel
Review, 37, 317-333.