There is increasing demand for more effective tertiary teaching of IS subjects in the light of changing demands on IT professionals and discontinuous change in the Australian University sector. We review the impact of life long learning on various knowledge-based professional practices, and some pedagogic approaches that facilitate this attribute. We report, in terms of an action research framework (ARF), an ongoing project to facilitate the evolution of the approach to teaching an IS final year undergraduate and postgraduate subject, from a conventional content-focused approach, to one that guides students through a process of reflection-in- action by means of assessable milestones.