ABSTRACT
Any decision to introduce resource-based learning or to develop significantly its level of use should be the consequence of carefully considered and planned change. The theoretical justification for such innovation is not difficult to formulate: the practical import is, however, less easily understood with the result that resource-based learning has tended to beome yet another educational bandwagon. This chapter will discuss the implications for an institution of higher education planning to add resource-based learning to its range of teaching methods.
