ABSTRACT
This chapter outlines the use of learning agreements (LAs) as one strategy for facilitating integrated and collaborative learning on a postgraduate academic and professional training course, namely a Master in Science (MSc) degree in Clinical Supervision, at Trinity College Dublin. It provides an overview of the theoretical constructs that underpin the LA strategy as a means of facilitating integrative learning on the MSc and presents this as a case study to demonstrate theory in use. The chapter considers the benefits and challenges of LA approach, and presents recommendations for further development. Research indicates that the LA strategy promotes the development of competencies for self-directed learning, engenders ongoing investment in life-long learning motivation and ownership of learning, enriches personal development, and helps explicate the learning achieved. The LA may be conceptualized as an individualized learning plan based on the student's learning goals for the context within which they work and within the program learning outcomes.
