IMPACT

This article describes why managers of public services who are engaged in reform should consider engaging in learning partnerships. The authors explain how this emerging approach provides important sources of reflexive practice to members of partnerships, including policy-makers, consulting firms, and academia; they show how these sectors can collaborate to build learning capacity across multiple stakeholders; as well as the dilemmas and dualisms involved.

ABSTRACT

As public services face the limits of existing approaches to public management, emerging practices are highlighting the importance of continuous learning and service reform. While many approaches, methods and aids for learning exist, managers embracing complexity are making use of relational resources to scaffold their learning capacity-building. This article introduces the idea of ‘learning partnerships’: a set of nested learning relationships between public managers, consultants, and researchers and academics, which extends the literature on academic–practitioner collaborations and builds a relational mechanism for learning into the action learning action research (ALAR) and learning organization genres.

中文翻译：

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新发展：“学习伙伴”关系在支持公共服务改革中的新作用

影响

本文描述了为什么从事改革的公共服务管理者应该考虑建立学习伙伴关系。作者解释了这种新兴方法如何为合作伙伴成员（包括政策制定者、咨询公司和学术界）提供反思性实践的重要来源；它们展示了这些部门如何合作以建立跨多个利益相关者的学习能力；以及所涉及的困境和二元论。

抽象的

由于公共服务面临现有公共管理方法的局限性，新兴实践凸显了持续学习和服务改革的重要性。虽然存在许多学习方法、方法和辅助手段，但接受复杂性的管理者正在利用相关资源来支持他们的学习能力建设。本文介绍了“学习伙伴关系”的概念：公共管理者、顾问、研究人员和学者之间的一组嵌套学习关系，它扩展了学术-从业者合作的文献，并将学习的关系机制构建到行动学习行动研究中。 (ALAR) 和学习型组织类型。