ABSTRACT
Over recent years, higher education has increasingly sought to build closer relationships with professionals and to encourage the development of opportunities for work based learning. Implicit within this trend is an assumption that those who teach within the workplace understand their role as educators, and are able to undertake appropriate teaching and assessment activities within that context. However, as more emphasis is placed upon initial and continuing professional development for professionals within their own future work settings, it is important to consider how supervising staff can be developed to provide an appropriately supported and rigorous learning environment for their learners.
