Action Learning in Higher Education : Towards a Conceptual-Compatibility Framework
The purpose of this research article is to further the discussion on implementing action learning technique in a university setup. The action learning is an experiential learning method intended for personal development, group and team development and leadership development. The research article presents a theoretical discourse is to develop a framework for implementing action learning technique in higher educational institutions. The researcher tries identifying dimensions which either inhibit or allow the use of action learning. The researcher uses a discursive analysis framework by reviewing several papers on action learning research. In an attempt to establish a structural model compatible to the higher educational framework, the author has identified three dimensions which formulate the compatibility framework which are: (i) action learning practices, (ii) individual influences and group behavior, and (iii) higher educational needs. In order to implement an action learning project these three dimensions play an important role in the successful achievement of learning goals.
In their own words: the experience of action learning in higher education
Looks at the experience of action learning based on the words of those who have participated in such courses. From the responses of the participants a pattern of feelings emerged: the importance attached at the outset to being with the “right” people in a set, the camaraderie that develops within the set, the positive anticipation before a set meeting and the feelings of loss at the erosion or break‐up of an action learning set. Again from the responses, an action learning set within a course of higher education can be described as: a personal “think‐tank”; a place of much mutual support; a safe place to explore project and self; a place where friendships are formed; a place to be challenged; a place to get feedback (both positive and negative); and a group of people to keep you moving and keep you on the right track. Continues with a look at what the participants actually learned through their membership of an action learning set.
Public health in eight European countries: an international comparison of terminology.
OBJECTIVES
The aim of this paper was to assess the use of different terms pertaining to public health in selected Member States of the European Union.


STUDY DESIGN AND METHODS
Qualitative research methods were used to compare the terminology among eight Member States. Seven to nine core terms were defined for each country, and a search was performed for these terms in the names of institutions and professional titles, organized into three comparable categories.


RESULTS
The data analysis showed considerable diversity in terminology. The three most commonly used terms for each country, and the frequency distribution of the core terms for all eight countries were determined.


CONCLUSION
Public health terminology and underlying concepts vary among Member States of the European Union. A large number of loosely related terms are in use, indicating the lack of a common conceptual framework for the discipline of public health. The most commonly used terms pertaining to public health are 'health sciences' and 'health promotion'. 'Public health' is not among the most commonly used terms.