ABSTRACT
One of the most effective ways to utilize learning contracts in higher education is to base them upon the field of practice in which the learner is involved. If the learner is currently employed, this may be done quite easily by deliberately selecting workplace assignments as a learning tool and planning how experiences gained there can meet learning needs relevant to the formal course. Another common approach is to draft a learning contract prior to undertaking a period of field experience or work placement during a full-time course. This has the dual benefit of providing a definite learning focus for the student during his or her placement (something which may otherwise not occur) and of involving the workplace supervisors more directly (and accountably) in the learning component of the placement.
