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Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical Principles (RCP)? We illustrate, using examples from a case study organisation, how action learning enabled action but also how action learning supported some participants in avoiding conflict. We argue that key decision makers in the organisation are, often unacknowledged, part of the action learning process and that while the action learning sets enabled participants to practice questioning taken-for-granted-assumptions, this questioning needed to be extended and supported within wider communities. We also argue that critical theory can enhance action learning by enabling better questioning and we refocus attention on the need for "organizing insight" (Vince, 2004). Finally we reemphasise the social aspect of critically reflective practice and in the spirit of engaging and extending the community of reflective practice we offer our reflections; opening a space for others to question and reflect extending further theory which illuminates the idea of action learning.

Describes the Microelectronics Education Programme (MEP), a plan developed to help British secondary school students learn about microcomputers and the role of technology in society, and its successor, the Microelectronics Support Unit (MESU). Highlights include curriculum development, teacher training, computer assisted instruction and the software required, educational research and LOGO, and managing innovation. (LRW)

Flood and water management governance may be enhanced through partnership working, intra- and cross-organisational collaborations, and wide stakeholder participation. Nonetheless, barriers associated with ineffective communication, fragmented responsibilities and ‘siloed thinking’ restrict open dialogue and discussion. The Learning and Action Alliance (LAA) framework may help overcome these barriers by enabling effective engagement through social learning, and facilitating targeted actions needed to deliver innovative solutions to environmental problems. By increasing the adaptive capacity of decision-makers and participants, social learning through LAAs may lead to concerted action and sustained processes of behavioural change. In this paper, we evaluate the LAA framework as a catalyst for change that supports collaborative working and facilitates transition to more sustainable flood risk management. We use a case study in Newcastle-upon-Tyne, UK, to demonstrate how the LAA framework brought together disparate City stakeholders to co-produce new knowledge, negotiate innovative actions and, ultimately, work towards implementing a new vision for sustainable urban flood risk management. The shared vision of Newcastle as a ‘Blue-Green City’ that emerged is founded on a strong platform for social learning which increased organisations’ and individuals’ capacities to manage differences in perspectives and behaviours, reframe knowledge, and make collective decisions based on negotiation and conflict resolution. Broad recommendations based on lessons learned from the Newcastle LAA are presented to aid other cities and regions in establishing and running social learning platforms. [ABSTRACT FROM AUTHOR]

• Garden Cities are key for sustainable urban growth and water resource management. • Ebbsfleet stakeholders co-produced a participatory System Dynamics Model. • The model investigated different policies for sustainable Urban Water Management. • The participatory nature of the modelling supported a collective learning process. • System Dynamics modelling allowed stakeholders to explore multiple future scenarios. Growing urban populations, changes in rainfall patterns and ageing infrastructure represent significant challenges for urban water management (UWM). There is a critical need for research into how cities should adapt to become resilient to these impacts under uncertain futures. UWM challenges in the Ebbsfleet Garden City (UK) were investigated via a participatory process and potential sustainable solutions were explored using a System Dynamics Model (SDM). Collaborative development of the SDM by the Ebbsfleet Learning and Action Alliance developed stakeholders' understanding of future UWM options and enabled a structured exploration of interdependencies within the current UWM system. Discussion by stakeholders resulted in a focus on potable water use and the development of the SDM to investigate how residential potable water consumption in the Ebbsfleet Garden City might be reduced through a range of interventions, e.g., socio-environmental and economic policy incentives. The SDM approach supports decision-making at a strategic, system-wide level, and facilitates exploration of the long-term consequences of alternative strategies, particularly those that are difficult to include in quantitative models. While an SDM can be developed by experts alone, building it collaboratively allows the process to benefit from local knowledge, resulting in a collective learning process and increased potential for adoption. [ABSTRACT FROM AUTHOR]