ABSTRACT
In this chapter we describe how action learning can be used in higher education. Action learning has become well known and widely used in management development; although it is less familiar in other areas. However we believe that the process of action learning can be applied in other professional areas. The growth of interest in independent, flexible and student centred learning provides a new impetus for teachers in higher education to look beyond their usual methods, to investigate new ones, especially those which have a good reputation in other areas. We are not, however, making the claim that action learning will be useful to all courses or to all students. The approach is clearly one which requires a motivation on the part of the learner to develop through reflection on action. Nor are we saying that action learning will suit all teachers. The skills of facilitation are not the same as the skills of lecturing or leading seminars. Action learning does, however, offer a powerful method to those who wish to bring together the world of theory and the world of practice. It offers a clear structure to those who see important links between education and the world within (personal development) and between learning and the world 'out there' (development of the material and interpersonal world). Therefore action learning is a process which can respond positively to the current trends in higher education.
