This study examines the elements necessary to enable an operational framework for a learning network. It highlights those factors most likely to lead to long-term sustainability. An Action Learning and Action Research (ALAR) methodology was used to investigate the development of a Victorian Flexible Learning Network (RMIT LearnLinks) as an instrumental case study over three funding cycles. For the purpose of this investigation, the learning network under examination, RMIT LearnLinks, was defined as a cooperative of education providers working together to provide Technical and Further Education (TAFE) and Adult, Community and Further Education (ACFE) programs accessible via the Internet. Data was gathered from interview transcripts with international experts and local stakeholders, past research (Wheeler, 1997), literature reviews, records, documents, artefacts, archives (built up over five years), notes from two key informants and notes from annual review days held with key stakeholders. As a practitioner researcher, I found that the project passed through lifecycle phases from establishment through to consolidation. By using ALAR methodology, I was able to turn tacit knowledge into a useable knowledge base that could be applied in other larger projects, both within my team, the broader University community and other organisations and communities we deal with. I also found common elements of an operational framework that were more likely to lead to sustainability, and that the importance of these factors depended upon the goals and the maturity of the network, and the organisational and political context in which it operated.
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