Developing the circular economy in Tasmania

ABSTRACT

This paper adds to the body of evidence demonstrating the efficacy of action learning to achieve measurable progress toward sustainability goals. It supports prior assertions that action and reflection develop the conditions of awareness, agency and association required to develop the circular economy. The early outcomes of a Business Resource Efficiency Program delivered in Tasmania, Australia, are presented and prompt us to revisit the true place of Questioning in Revans’ Learning Equation. The findings add new insights to observations on the capabilities required for radical innovation to meet the challenges of disruptive times, and compel us to question the legitimacy of higher education as the solution to the really big problems of our age.

KEYWORDS:

• Action learning
• circular economy
• resource efficiency
• environmental management

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Genevieve Cother is Business Development Manager of The Action Learning Institute, based in Launceston, Tasmania and Adelaide, South Australia. Genevieve is an action learning practitioner, with a background in industrial design and Master’s degree in Sustainable Design, specialising in business management systems and social innovation.

Additional information

Funding

This work was supported by Tasmanian Climate Change Office [grant number TCCO-2017-02]. The BALT Business Resource Efficiency Program was delivered in partnership with the Tasmanian government.