This dissertation discusses a study that I carried out using action research methodology to answer to the research question; to what extent can the Mind Dynamix Profile® inform the practice of reflecting on change in facilitating learning in higher education? The Mind Dynamix Profile® instrument is used as a new and innovative profile instrument that has been developed in South Africa. Although the instrument can be used in a variety of circumstances, this research focuses on its use an instrument to facilitate reflection in the context of lecturers in a Private Higher Education Institution. A total of nine research subjects participated in this research project. As is often the case with action research the process of research was flexible and had to be adapted to the circumstances in which I, as the researcher, found myself. Through the process of doing this research I learned that the Mind Dynamix Profile® is a valuable tool for identifying areas of strength and areas of development among lecturers. Though the lecturers’ profiles varied, there were some common variables in their genetic profiles. However, the most important part of knowledge of the profile lies not in knowing the genetic profile, but rather in lecturers using that baseline knowledge to adapt their style of facilitating learning to the extent where they are able to accommodate the learning styles of all the students in the classroom. With the Mind Dynamix Profile® this flexibility is known as whole brain and whole body learning. The results of this study provide evidence that the Mind Dynamix Profile® is indeed a valuable instrument that assists in developing learning style flexibility and when used correctly, allows for definite change of facilitation strategies in the context of higher education. However, for lecturers to adapt these areas of development effectively a mentoring and coaching process needs to be implemented in conjunction with reflective tools. Although all the lecturers showed some sign of reflection on their style of facilitating learning, only two research subjects embraced the action research process to the point of deep, constructive reflection. Action research does not look only on the processes of the lecturers involved in this study, but more importantly on my own change of practice as a result of this research. My intention was to improve my own professional practice in addition to involving various lecturers in order to enhance their learning experience. Through the process of implementing this research I learned to reflect on my own values, attitudes and relationships with lecturers as they impacted on my practice. I believe that I have achieved reflective competence by demonstrating an ability to integrate and connect my own performance and decision making with understanding, and that I am successfully able to adapt, explain and change my style of facilitating learning and conducting research, when challenged by unforeseen circumstances. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted