Critical action learning as a pedagogic approach for increasing the learning capability of action learning with SMEs

Abstract

The key objective of this paper is to highlight the complexity of identity in order to better understand the learning capability within action learning sets, which in this study, is made up of owner-managers. Drawing upon the debates within social theories of learning, this paper uses Communities of Practice theory as a lens for analysis to explore the relationship between identity and learning capability. The main argument of the paper theorises that that the research participants have a dual identity of ‘set member’ and ‘owner-manager’ and that these two identities influence the learning capability of the action learning set. As set members learn to become set members, tensions arise between their identity as ‘owner-manager’ and ‘set member’. This provides opportunities as well as challenges for learning. A social constructionist approach allows us to understand more deeply the construction and influence of dual (and multiple) identities (and their influence on the learning of owner-managers) in the action learning setting. This paper contributes to the conceptual view on the meaning of critical action learning which by adopting a critical approach in action learning, we argue there is a pedagogic benefit in terms of increasing the learning capability of the set.