ABSTRACT
This chapter attempts to elicit some resonance or overlap between the use of action learning techniques and the nature of capability. It makes critical reference to the use of action learning within the context of award-bearing postgraduate management programmes at the University of Brighton.
This approach is designed to elucidate an appropriate academic definition of competence and how far beyond competence or not the Brighton programme has moved. In discussing the nature of learning, Steve Reeve distinguishes between a learning culture and a competence culture and discusses their relativity and meaning. He contrasts the nature of independent learning with the process of action learning in sets, and suggests that perhaps the terms by, with or through competence more accurately define action learning and similar techniques.
