| Summary: | The first part of the thesis outlines and discusses governmental policy and strategy relating to work-based learning (WBL) programmes in Higher Education (HE) in England. It draws on key policy documents, the literature on WBL, and interviews with government policy advisors. The thesis then turns to a case-study based overview of the operation of such programmes at postgraduate level in three universities, and. academics, students and employer representatives experiences of, and attitudes towards, su~h programmes. A number of positive aspects were identified, including flexibility, student career developmen\ and' student's enhanced influence over the learning process and content. On the other hand, there were also instances of a disjuncture between government policy and practice, a lack of awareness and interest in such programmes, resistance, and implementation constraints. The conclusions examine the policy issues and implications of the research for the development of WBL within British higher education.
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