ABSTRACT
At the present time in UK HEIs, PDP concepts and intentions are being slowly but increasingly accepted: more independent and responsible academic learning, career planning and employability skills are meant to be the outcomes for students and graduates. Although these values are no longer generally contested, fundamental questions still relate to provision in this area – for example, should PDP be delivered within or outside the curriculum? Should it be a core, compulsory part of the student experience or an extracurricular option? Who should lead, support and deliver such interventions? What learning, teaching and assessment methods will achieve the desired outcomes?
