Abstract
SUMMARY This paper describes some experiential research into the operation of peer learning communities on the MSc in Change Agent Skills and Strategies at the University of Surrey. It argues for the acknowledgement of significant qualitative differences in current usage of the term ‘learning community’ in relation to higher education courses. Some of the educational advantages of, and institutional barriers to, a peer learning community are also indicated. The article reviews and updates earlier work in this area and introduces the concept of a ‘learning organization’. The paper identifies five key principles and it argues that these constitute defining characteristics for an authentic peer learning community, whether in an educational, business or other context.
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