The Innovation Paradox: A Selective Review of the Literature on Action Learning and Innovation

Autor/inn/en	Pedler, Mike; Brook, Cheryl
Titel	The Innovation Paradox: A Selective Review of the Literature on Action Learning and Innovation
Quelle	In: Action Learning: Research and Practice, 14 (2017) 3, S.216-229 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2017.1326877
Schlagwörter	Experiential Learning; Innovation; Logical Thinking; Philosophy; Literature Reviews; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Philosophie; Ausland; Großbritannien
Abstract	This paper explores selective literatures in the two fields of action learning and innovation, and seeks insights into the processes of, and connections between, innovation, engagement and implementation. We searched the action learning articles for references to innovation, beginning with the work of Revans, who highlights the innovation paradox, which becomes a key theme of this paper. We searched the very large innovation literature for references to innovation as a learning process and as a factor in organisational learning. The paper surveys the factors said to enable innovation, and briefly outlines some inhibitors, before considering Revans' contribution to thinking about innovation. This is followed by a consideration of developments in action learning and innovation since Revans. The findings suggest that paradox theory is a useful way of thinking about innovation, conceived of as a practical problem involving resistances and frequent failures of implementation and adoption, and also propose action learning as a means of working with and addressing paradox. A limitation of this study is its lack of empirical data. Further research could usefully interrogate examples of innovation practices and ask such questions as to why innovation remains so elusive, and how innovative capacities and capabilities can be developed and enhanced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01