ABSTRACT
This paper adds to the body of evidence demonstrating the efficacy of action learning to achieve measurable progress toward sustainability goals. It supports prior assertions that action and reflection develop the conditions of awareness, agency and association required to develop the circular economy. The early outcomes of a Business Resource Efficiency Program delivered in Tasmania, Australia, are presented and prompt us to revisit the true place of Questioning in Revans’ Learning Equation. The findings add new insights to observations on the capabilities required for radical innovation to meet the challenges of disruptive times, and compel us to question the legitimacy of higher education as the solution to the really big problems of our age.
