Work Based Learning (WBL) is a method of gaining a recognised qualification through employment. It unites workplaces and educational institutions in the creation of tailored programmes of learning to meet the needs of the modern workplace and the modern student.

There is no widely accepted definition of WBL however Boud and Solomon (2001), recognised theorists on the subject, have defined it as "University programmes that bring together universities and work organisations to create new learning opportunities in workplaces." In addition, Gallacher and Reeve (2002) identified four key concepts of WBL as partnership, flexibility, relevance and accreditation. Exploring this further:

Partnership - This is between the three parties; the
The organisation may also miss out on anything that would normally be taught in the exclusively academic method that could enhance its performance.

What drives learning and what are the benefits?

Foster & Stephenson (1998) believe that:
1) Work continually changes so does the need to learn.
2) It is the employees responsibility to learn.

Is it competitiveness? Longer serving employees may feel the need to keep up with university graduates. WBL may provide companies with a competitive advantage on innovation and business improvements. Companies desire to have a more educated workforce, the organisation benefits from the learners new found skills and qualifications. Retaining good staff and enhanced company performance, as reflected by Brennan (2005) who argued that: "WBL should be task related, innovative, autonomously managed, self-regulated and enhance personal and organisational performance." If WBL is to be autonomously managed and self-regulated, which in themselves are contradictions, then one could question where is the educational institution in this? Or is it simply that the educational institution delivers what it is asked to so long as they maintain their credibility by adhering to the HEA standards. The educational institution gains from the increased student numbers and