The following observation, made by a partici-
pant on the final year of an MBA, encapsu-
lates what we are trying to achieve through the
use of action learning:
I can recognize within myself a confirming
process. One in which I have allowed myself to
set my own path and structure to meet the
learning objectives for the programme and
produce a valuable piece of work for my organi-
zation.
Brighton’s action learning programmes aim to
create autonomous learners and focus learn-
ing on work-based problems, while at the
same time remaining within the framework of
a Master’s level qualification.
The purpose in writing this paper is to
share the authors’ experiences with others.
There are three aims: to provide a definition
of the purpose and role of action learning in
management education; to give some exam-
ples of programmes in a University Business
School which has a strong commitment to
action learning; and to outline some of the
benefits of this approach for individuals.
History of action learning
Action learning was originally developed
during the 1940s by Revans[1], then director
of education to the National Coal Board, to
enable senior executives to steer the coal-
mining industry through a period of tumul-
tuous change in post-war Britain. The colliery
managers of Revans’ original project worked
collaboratively, meeting regularly. At the end
of three years, it was found that annual output
per person in the mines of these managers had
increased by over 30 per cent compared with a
national average too small to detect[1]. Simi-
larly impressive results were obtained in
subsequent projects in the health service
during the 1960s[1]. Thus action learning
established its value unambiguously as a
powerful management tool.
An understanding of the roots of action
learning is important if its full potential in
higher education is to be exploited. The trans-
ference of a problem-solving strategy for
managers in industry into a context where the
award of qualifications is a major aim, creates
certain tensions. Those of us who are commit-
ted to this approach, and have spent a number
of years working at developing programmes
which bring the energy and power of action
learning into qualification frameworks, believe
that these challenges are worth meeting.
16
Education + Training
Volume 38 · Number 8 · 1996 · pp. 16–21
© MCB University Press · ISSN 0040-0912
Action learning in
management education
Suzanne O’Hara
Trix Webber and
Steve Reeve
The authors
Suzanne O’Hara, Trix Webberand Steve Reeve are at
the Centre for Management Development, Brighton
University, Brighton, UK.
Abstract
Provides a definition of the purpose and role of action
learning (AL) in management education. Gives examples
of programmes in a university business school strongly
committed to action learning and outlines some of the
benefits of this approach for individuals. Acknowledges
that AL is less straightforward and more demanding than a
traditional taught programme but potentially could
achieve a much wider range of learning outcomes.