Research in Australia on evaluating the application of action research as an action learning tool and its impact on the learning of students, educators, industry, and training providers, explored how that learning, in turn, has impacts on research, learners, educators, and the community. In the field of social and community services, in particular, students completing Workbased Action Research Learning Projects become participatory action researchers as practitioners and, as interventionists, are seeking to help improve client systems. The concept of "learning by doing," in which learning is perceived as experiential, reflective, and reflexive, is fundamental to this approach. Learning partnerships between students and teachers and between and among students and workplace, and students, teachers, and industry, have become necessary and expected, permitting participation and ownership for the participants and employers. Action research learning projects were evaluated through a mixture of "process" and "outcome" evaluation, and roles of the respondents varied. All respondents valued using action research as an action learning experience and suggested that vocational technical education practitioners should definitely do it. The evaluation indicates that an "action research as action learning" educational model is an effective inclusive model of education management that promotes a chain reaction in which learning takes place at multiple levels. (Contains 30 references.) (KC)