| Preface | p. viii |
| Acknowledgments | p. ix |
| Notes on Contributors | p. xi |
| Action Learning: History and Foundations | |
| Explaining Traditional Action Learning: Concepts and Beliefs | p. 3 |
| Introduction | p. 3 |
| Understanding action learning's principal pioneer | p. 4 |
| Basic precepts | p. 5 |
| Conclusion | p. 26 |
| Remembering Reg Revans: Action Learning's Principal Pioneer | p. 29 |
| Early years | p. 30 |
| Student years | p. 31 |
| Other postgraduate activities | p. 32 |
| Seeds of action learning | p. 33 |
| War clouds over Europe | p. 35 |
| Management by fire | p. 36 |
| Coal Board | p. 37 |
| Manchester University | p. 38 |
| The Belgian years (1965-1975) | p. 39 |
| The Hospital Internal Communications (HIC) Project | p. 40 |
| From Higher Downs | p. 41 |
| From Tilstock | p. 42 |
| Basics of action learning | p. 43 |
| Anecdotes | p. 43 |
| Honors | p. 44 |
| A few indicative attributes | p. 45 |
| Last days | p. 46 |
| Reg Revans: Sources of Inspiration, Practice, and Theory | p. 48 |
| Parents and childhood | p. 48 |
| Spirituality, Quakerism, and the practice of the “Clearness Committee” | p. 52 |
| The Cambridge years and the Cavendish Laboratory (1928-1930, 1932-1935) | p. 59 |
| World War II | p. 64 |
| Work in the coal mines and the coal industry (1944-1946) | p. 68 |
| Revans: The Man and His Legacy | p. 73 |
| Introduction | p. 73 |
| Glimpses of his personality and character | p. 73 |
| A daughter's view | p. 78 |
| Friend and Protégé of Revans | p. 81 |
| A Summary: Proof of the power of action learning | p. 93 |
| National Level Experiments with Action Learning: Belgium and Beyond | p. 96 |
| Introduction | p. 96 |
| The Belgian Experiment | p. 97 |
| The Nile Project | p. 108 |
| Applying knowledge gained in the Belgian Experiment to other national efforts | p. 111 |
| The Evolution of Action Learning | |
| Milestones in the History and Worldwide Evolution of Action Learning | p. 117 |
| Introduction | p. 117 |
| 1907-1925: Early years | p. 118 |
| 1925-1935: University years | p. 119 |
| 1932-1935 Back to Cambridge | p. 120 |
| 1935-1945: Pioneering work in education and health care - World War II | p. 122 |
| 1944-1950: Coal mines and miners - years at the Mining Association of Great Britain and the National Coal Board | p. 124 |
| 1950-1955: Years as an independent research consultant | p. 131 |
| 1955-1965: The Manchester years | p. 133 |
| 1964-1965: Initiation of the Hospital Internal Communications Project(HIC Project) | p. 139 |
| 1965-1974(5): Self-exile | p. 140 |
| 1974-2003: Revans - Back to the U.K: The explication, adoption, and evolution of action learning worldwide: Theory and practice | p. 151 |
| Action Learning in Different National and Organizational Contexts and Cultures | p. 205 |
| Introduction | p. 205 |
| The nature and importance of national cultural differences | p. 207 |
| A survey of some selected cultural dichotomies and how they can be related to action learning | p. 212 |
| Differences between domains, contexts, occupational groups and corporate cultures in adapting action learning approaches | p. 219 |
| Some rules of thumb and resources that can be helpful | p. 225 |
| An analysis of the hypothetical introduction of an action learning program in Japan | p. 225 |
| Conclusion | p. 232 |
| Action Learning Today: Resources, Networks, and Communities of Practice | p. 234 |
| Publications by Reg Revans | p. 234 |
| Archival and other primary sources | p. 250 |
| Selected publications relating to the history and evolution of action learning | p. 252 |
| Action learning networks and communities of practice | p. 277 |
| A Collection of Photographs Related to Reg Revans and Action Learning | p. 280 |
| Glossary | p. 285 |
| Index | p. 291 |
| Table of Contents provided by Ingram. All Rights Reserved. |
