ABSTRACT
In this case study we encounter higher education in a formative and developmental context. The learning and teaching innovations described were instiJDWHG VWXGLHG DQG UH¿QHG LQ UHVSRQVH WR D FKDOOHQJH KRZ WR ¿QG LQQRYDWLYH ZD\V WR LQFXOFDWH VNLOOV WKDW KDG DFTXLUHG QHZ VLJQL¿FDQFH IROORZLQJ FKDQJHV in a particular task environment. Relevant aspects of this environmental change included changes in central and local policy priorities, new regimes of regulation and evaluation, and wider shifts such as the globalisation of trade and the development of EU-wide frameworks of practice. We might expect researchers to provide cutting-edge training of this kind. We might also expect the experience of doing so ultimately to contribute to the future development of more conventional
courses for graduates and undergraduates. As we shall see, this has, in fact, been the case.
