The academic challenge facing educators in a rapidly changing global world is how to model flexible and dynamic approaches to pedagogy if they are to respond and adapt to innovation and uncertainty outside education (CBI 2003). This paper draws on a cross disciplinary research project carried out at the University of Winchester in 2007. The empirical data identifies how creative approaches and co-learning skills used in consultancy can encourage a move away from traditional methods of instruction, enhance professional practice, and encourage what Klaus’s defines as Bildung “autonomy of learning and human experience” (Klaus 2004, p509). This study emphasises the relationship of “how” learning takes place, with “what” is learned. The former derives largely from a pedagogy of dialogue, the latter from the technical demands of our time (OECD 2000). New global technologies have opened up growing fields of knowledge (Hargreaves 2003). Kelly (2008) suggests that there is now a recognition “that learning experiences should keep pace with, adapt and transmit to learners” and that despite the wealth of theoretical models of learning, the “look and feel of learning is already changing” (Kelly 2008, p141 & p166). Klaus reminds us that although education is an observable, social process, learning is “invisible and strictly individual” (Klaus 2004, p507). We need to find ways of integrating “the how” and “the what.” Two researchers, one from the Faculty of Education, the other from the Business School, set out to explore how consultancy informed teaching could enhance professional practice and impact upon student learning. Through inter-faculty conversation, and dialogue with a range of consultants working in different areas of expertise, professionals were invited to reflect on their changing practices. This research was premised on dialogue as an essential attribute of education (Freire 1996; MacIntyre 2004) despite the infusion of technology and technical interpretations of educational achievement. Freire (1996) recognised that participatory learning encourages dialogue, and the generation of new understanding in a constantly changing world. Perhaps it is the dialogue itself that has become “the new knowledge.” The study highlights areas which impact on how teachers sustain and develop new learning environments within their chosen fields: • The importance of positive working relationships underpinned by open conversation • Active encouragement and modelling of independent learning and action • Creative/challenging approaches to learning as self discovery and construction of knowledge • Encouraging reflective practice and ‘self as learner’ Vella (2002) contends that adult education is best underpinned by learning dialogues that respect and value people as subjects in their own narratives. University participants in this research valued the opportunity for dialogue with colleagues and viewed it as an often undervalued area of their ongoing professional development. The focus of consultancy informed teaching is enabling students to find solutions to their own problems, rather than providing traditional answers that can no longer be relied upon in a quantum world. Much of the dynamism of consultancy informed teaching comes from a willingness to work on the borders of uncertainty, and continually synthesise formal and informal knowledge. This approach also puts the learner at the centre of the learning process, while the tutor moves from instructor/expert to facilitator. Just as the global marketplace is beginning to recognise the importance of creativity, education needs to value creative learners, and learning of a very different kind which can respond to 21st century challenges of uncertainty and rapid change.

Small group of inter-disciplinary academic staff formed a working group to discuss their own understanding of the relationship between consultancy and teaching, and also help interpret data generated from nine semi-structured external interviews. Research strategy proved to be a creative, iterative and highly reflexive process.

This research has potential implications and outcomes that could enhance the learning experiences of both students and academic staff in facilitating conversation and communities of practice across departments/stimulating approaches to teaching and learning/actively encouraging capacity for independent learning and action.