ABSTRACT
This chapter sets out to provide an explanation of the boundaries of work-based learning for the dominant theories underpinning the concept. These observations are then placed in the context of the institution, employer and individual as the key actors in the work-based learning story. It is clear that the work-based learning landscape has become more densely populated in recent years, with diverse partners, players and cultures now located on its territories. However, one concept that is frequently used in discussions of work-based learning is flexibility'; all organisations, including higher education, are expected to respond flexibly and rapidly to labour market changes. It is equally important in the tripartite arrangement to recognise that: universities have a stake in workforce development; the labour market and employer demand hence work-based learning. However, there is no common language between universities and employers; and there are national structural faults in the system.
