ABSTRACT
We conclude our handbook with a short chapter that reflects on the diversity and imagination that characterise the case studies and examines the implications for these forms of work for academic communities and institutions in the future. In order to do this, we will consider the ways in which our contributors have experienced the planning and delivery of authentic learning and ask about the extent to which their endeavours are supported or inhibited by their host institutions. We then explore the opportunities for the further advance and refinement of authentic learning approaches before closing with a consideration of future academic identities and the kinds of capabilities and dispositions that will be required by colleagues if the benefits of authentic learning are to be built upon and shared more widely.
