Use of action learning in a higher education setting to improve the quality of health care

Abstract Health care faces challenges that are only partially addressed by incremental innovations. This paper outlines the potential for action learning to be used to challenge existing paradigms and mindsets. It provides the background and introduction to the concept, and describes the main principles and approach. Limitations in the theoretical conceptualization and research evidence about action learning are explored. Meanwhile, action learning has been used as a learning tool for graduate entry-level health service managers, senior health-care leaders, and students on postgraduate courses. Evaluations of these programmes have unearthed the key characteristics and benefits of effective action learning. The conclusions are that effective action learning is enabled by skilled facilitation, has benefits in embedding double-loop learning and developing personal resilience, and may result in enhanced organizational ambidexterity. Further work is now required to build a stronger conceptual framework and to explore the theory–practice gap around the impact of action learning at the organization level.