| Abstract: | Over the past fifty years or so, there have been numerous attempts to give a clear definition of action learning and explanations of how to design and operate action learning programs. Also, there have been a number of academics who have tried desperately to engage action learning and link it to academic degrees. This paper attempts to explain the emergence of the Revans Centre for Action Learning and Research based at the University of Salford in England and highlight its distinctive features compared with other organizations and/or institutes. A series of examples are given which demonstrate the philosophy of application of the work of the Revans Centre and how it views professional practitioners and academics interfacing and learning from one another. Specific programs are identified and described which show how individuals registered in these programs participate in and use action learning to learn and to accomplish particular program requirements. Finally, the paper puts forward some of the intellectual developments which have progressed since the Centre was officially opened in December 1995. |
