Action Learning

Action Learning : Research & Practice will publish articles which advance knowledge and assist the development of practice through the processes of action learning. Articles should aim to create theory, grounded in empirical observation of data and experience, that widens understanding of action learning and research in professional and organisational settings. Papers should encourage practitioners to gain new insights into their work and help them improve their effectiveness and contribution to their clients and the wider community.Action learning is grounded in the approach pioneered by Reg Revans which holds that there can be no learning without action and no knowing without the effort to practise and implement what is claimed as knowledge. Because action learning promotes the creative integration of thinking & doing, theory & practice, academic & practitioner, contributors are asked to strive to hold these often diverse perspectives together. An important question in assessing papers will be: “Is this likely to help people in the further development of their practice in working with people, organisations and communities?” Articles which cross the conventional boundaries of professions, organisations and communities are particularly welcome. Action Learning: Research & Practice will address a wide audience spanning many worlds of professional practice. The editors place particular value upon writing which is clear, direct, accessible, and well-organised. Action Learning: Research & Practice will publish three types of contribution: Refereed papers: Submissions should be between 3000 and 6000 words in length. Accounts of Practice: Submissions are usually within a range of 2,000-3,500 words. Reviews: including review articles, surveys of fields of practice, conference reports and book reviews of recent relevant publications. Peer Review Policy: All refereed papers in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Accounts of Practice are reviewed by the Editorial Board. These articles should express the concept of action learning by presenting examples of, and explaining how, action learning has led to the development of new perspectives and new ideas and how the practitioner has changed practice because of insights gained through collaborative learning. An abstract of 100-200 words should accompany accounts of practice of up to 5000 words. For further infor

摘自期刊官网 Aims & Scope

研究方向（LetPub）：EDUCATION & EDUCATIONAL RESEARCH

中科院期刊分区表

数据库收录

ESCIScopusLetPub

国际期刊预警名单：各版本均未列入LetPub

不同版本、大类与小类分别展示，不将不同评价口径合并为一个分区值；投稿与考核前请确认所在机构采用的版本。

影响力指标

CiteScore 2026-06

2.1LetPub · 2026-09-13

CiteScore（出版商公布） 2025

2.1出版商官网 · 2026-09-16

SJR 2026-06

0.31LetPub · 2026-09-13

SJR（出版商公布） 2025

0.31出版商官网 · 2026-09-16

SNIP 2026-06

1.31LetPub · 2026-09-13

SNIP（出版商公布） 2025

1.31出版商官网 · 2026-09-16

h-index

48OpenAlex · 2026-09-13

i10-index

215OpenAlex · 2026-09-13

两年平均被引

1.08OpenAlex · 2026-09-13

Gold OA 文章占比

14.67%LetPub · 2026-09-13

发文规模

年文章数

34LetPub · 2026-09-13

年下载量（出版商公布）

76,000出版商官网 · 2026-09-16

不同来源的统计口径与观测时间不同，页面保留各来源原值；“出版商公布”为期刊官网自述数据。

录用率（出版商公布）

18%出版商官网 · 2026-09-16

投稿到首次决定

5 天出版商官网 · 2026-09-16

接收到发表

14 天出版商官网 · 2026-09-16

社区反馈来自投稿者样本，置信度 0.5，不代表期刊承诺；“出版商公布”的时间节点定义以官网为准。

混合期刊的文章处理费仅在作者选择开放获取发表时收取；按订阅方式发表通常不收费。

费用以期刊官网为准；不同来源的观测时间可能不同，页面保留各来源原值，不做平均。

摘录来自期刊官网页面，仅保留原文片段；“模型摘要”由 Workers AI 生成并经原文校验，以官网为准。

出版商

Taylor & Francis

ISSN

1476-7333

电子版 ISSN

1476-7341

官方链接

• 期刊主页 ↗OpenAlex
• 专刊 / 特刊征稿 ↗出版商官网