Action Learning and Action Research (ALAR): A Methodological Integration in an Inter-Organizational Setting

Abstract

The purpose of this article is to demonstrate how action learning and action research were used concurrently as a single ALAR methodology in one research project which focused on collaborative improvement in the supply chain. The research in which the ALAR methodology was used was a European Union funded research project called CO-IMPROVE which sought to develop a business model, supported by a web-based software system, and action learning-based implementation guidelines to support the design, implementation and ongoing development of collaborative improvement between partners in Extended Manufacturing Enterprises (EMEs). The article describes how the participating managers worked in an action learning to achieve their commercial objectives and how action research was used by academic researchers to consolidate the action learning processes and to generate actionable knowledge.

Increasing the Impact of Industry–Academia Collaboration through Co-Production

“…Co-production can be seen to exist when a research problem is framed in the context of the application and allows diffusion during knowledge production. Coghlan and Coughlan (2008) identified three particular insights into collaborative research from their experience of designing, conducting, and publishing their collaborative research. In short, these are: 1) linking theory, practice, and collaboration; 2) capturing differences while sustaining collaboration; and 3) managing quality.…”

“…Negative impact Just as Coghlan and Coughlan (2008) highlighted the insights of linking theory, practice, and collaboration, differences were encountered while sustaining the collaboration by managing the counterproductive forces. Built on trust and relationships, progress is facilitated and can lead to several impacts, as seen in the difference between Case C and Case D. If trust and relationships are built, the practical and scholarly results are…”

Finding critical action learning through paradox: The role of action learning in the suppression and stimulation of critical reflection

“…More recently, it has been acknowledged that learning from experience also needs to be aligned with learning from organizing (Coghlan and Coughlan, 2008; Trehan and Rigg, 2015; Vince, 2004). This perspective addresses the fact that action learning is always undertaken in the context of collective emotional dynamics, complex interpersonal relations, as well as the everyday politics and entrenched power relations that surround our experiences in organizations.…”

Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars

“…The Green Key activities acted as inputs to the next experimental activity, which was a design-based workshop series aimed at higher level learning about how to innovate. In this workshop series, the research team acted as 'learning coaches' (Coghlan and Coughlan 2008). The series involved multi-disciplinary workshops organized to encourage ideas and concept development, drawing on design-based theory and external knowledge sources (for further details see Elmquist and Segrestin 2009), and was led by the research team.…”

“…In Volvo Cars we were engaged in a joint project where both partners were committed to change and learning which meant it was important not to assume the role of expert and sole actor. The members of the research team acted as coaches for learning, as argued by Coghlan and Coughlan (2008) and facilitators, while simultaneously learning. Our research was grounded in the client organization's own challenges and shortcomings which overlapped with our research interests: what are innovation capabilities and how can they be developed?…”