ABSTRACT
Work-based learning plays an important role in the development of students’ professional and social skills and, therefore, has a positive impact on increasing the employability of university graduates (Clamp & Warr, 2002; Hills, Robertson, Walker, Adey, & Nixon, 2003). Many higher-education (HE) institutions in the UK have already included work-based learners as a vital segment of their target audience in their teaching and learning agendas. The University of Leicester, for example, is a sector leader in postgraduate distance education. The university currently has over 7,000 students on 40 distance learning programs offered by 13 departments. Most of the students on these programs are part-time, work-based learners.
