Utilising action learning for fostering developmental capacity: an application in the graduate school setting

This paper makes the case for an increasing emphasis on incorporating practices drawn from constructive developmental theory (Kegan, 1994, 2000) and developmental action inquiry (Fisher et al., 2003) into action learning programmes: in a sense the increase in emphasis is a developmental turn in the application of critical reflection and experiential learning forms of action learning (O'Neil,1999). The increase in emphasis involves the ongoing evolution of action learning programmes extending the practice in response to new demands and challenges confronting both individuals and organisations embedded in societal changes. More specifically, this paper makes the case for and discusses this application of critical reflection and experiential learning as pedagogical components in professional graduate schools. One such application is described in detail to illustrate the potential of this pedagogical adaptation as a contribution to the conversation about utilising action learning in the education setting.