The action learning experience which informs this paper is drawn from the author's 3 years of working as a Set Adviser in Action Learning Sets offered as the learning mode for final year students in a part-time MSc course in Educational Management in the UK. This paper explores the hypothesis that the academic demands of an award-bearing programme and those of action learning impact upon each other detrimentally. It concludes with a proposal which attempts to offer greater clarity by separating the two strands of the activity and suggests that a design of action learning modelled on Revans's work might be effective.
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