Yorks, Lyle (ly84)

Lyle Yorks

Professor Emeritus of Adult and Continuing Education

Office Hours:

By appointment.

Educational Background

  • Ed.D. Columbia University, New York, N.Y. May 1995
  • M.A. Columbia University, New York, N.Y. May 1993
  • M.A. Vanderbilt University, Nashville, TN. May 1972
  • B.A. Tusculum College, Greeneville, TN. June 1968

Scholarly Interests

  • Action Learning
  • Action Research 
  • Collaborative Inquiry
  • Qualitative Research Methods
  • Strategic Approaches to Human Resource Development
  • Strategy Development/strategic Advocacy 
  • Application of adult learning theory to individual, group, and organizational learning, and workforce and organizational development

Selected Publications

Langer, A.M. & Yorks, L. (2018). Strategic information technology: Best practices to drive Digital transformation. Second Edition. Hoboken, N.J.: Wiley. 

Voronov, M. & Yorks, L. (2015) “Did you notice that?” Theorizing how people recognize (or not) institutional contradictions. Academy of Management Review, 40(4), 563- 586

langer, a. m. & yorks, l. (2013). strategic it: best practices for managers and executives. hoboken, n.j.: wiley.

yorks, l. & nicolaides, a. (2013). toward an integral approach for evolving mindsets for generative learning and timely action in the midst of ambiguity. teachers college record, 115(8), 1-26.

yorks, l. (2013). ulilising action learning for fostering developmental capacity: an application in the graduate school setting. international journal human resource development and management, 13, 4-22.

nakamoura, y. t. & yorks, l. (2011). the role of reflective practices in building social capital in organizations: implications for hrd research and practice. human resource development review, 10, 222-245.(received the elwood holton iii research excellence award, 2011, for the outstanding article 2011 in human resource development review)

kasl, e. & yorks, l. (2010). whose inquiry is this anyway? money, power, reports and collaborative inquiry. adult education quarterly, 60(4), 315-338.

poell, r.f., marsick, v.j., & yorks, l. (2010). the relation between central actors and level of reflection in action-learning programs: dutch and u.s. data and theory compared. in m. van woerkom & r.f. poell, (eds.), workplace learning: concepts, measurement, and application (pp. 148-166). london, u.k.: routledge.

yorks, l., beechler, s., & ciporen, r. (2007). enhancing the impact of an open enrollment executive program through assessment. academy of management learning and education, 6, 310-320.

yorks, l., neumann, j.h., kowalski, d., & kowalski, r. (2007). lessons learned from a 5-year project within the department of veterans affairs: applying theories of interpersonal aggression and organizational justice to the development and maintenance of collaborative social space. journal of applied behavioral science, 43, 352-372.

yorks, l., aprill, a., james, l., rees, a.m., hoffman-pinilla, & ospina, s. (2007). the tapestry of leadership: lessons from six cooperative inquiry groups of social justice leaders. in p. reason & h. bradbury (eds.), handbook of action research: participatory inquiry and practice, (2nd edition), (pp. 497-509). thousand oaks, ca: sage.

yorks, l. (2005). strategic human resource development in organizations. mason. ohio: south-western college publishing.

yorks, l. (2005). adult learning and the generation of new knowledge and meaning: creating liberating spaces for fostering adult learning through practitioner based collaborative inquiry. teachers college record, 12, 9-25.

yorks, l. (2004). toward a political economy model for comparative analysis of the role of strategic human resource development leadership. human resource development review, 3, 189-208. (outstanding article award, hrdr, academy of human research development).

yorks, l. (2003). beyond the classroom: transfer from work-based learning initiatives. in e. holton and t. baldwin, (eds.). improving learning transfer in organizations, (pp. 138-160). san francisco: jossey-bass.

yorks, l. & kasl, e. (2002). toward a theory and practice for whole-person learning: reconceptualizing experience and the role of affect. adult education quarterly, 52, 176-192. (reprinted in danish, in k. illeris & s. berri (eds.). texts on adult learning. copenhagen, denmark: roskilde university press.)

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Related Articles

International Conference Will Examine Issues of Validity, Educational Assessment, Equity and Accountability

International stakeholders will gather for a conference and institute, from March 28 through March 31, to discuss how standardized tests and other assessments are constructed, what they measure, and whether the results are appropriately used.

TC Paper on the Building of Social Capital Wins Research Award

Yoshie Tomozumi Nakamura (Ed.D. '10) and faculty member Lyle Yorks are honored by the Academy of Human Resource Development

Getting With the Program - and Going Beyond It

In a new book about information technology management, TC's Lyle Yorks and Arthur Langer argue for more strategic leadership throughout organizations

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