This qualitative study investigates the support worker's role as perceived by health care assistants (HCAs) who have undergone some training and National Vocational Qualification assessments. The findings suggest that the HCAs consider that they support the trained nurses by acting as a link in the communication chain between the patient and carers, and by providing 'time' for the trained nurse to use in therapeutic activities. The indications are that the HCAs perceive little difference between their roles and those of qualified nurses, and they experience ambiguity as to their proper role. The researcher sought to apply role theory in an inductive approach to data interpretation, from which it is posited that the HCAs' role ambiguity arises because the qualified nurses' own role lacks clarity and this affects their expectations of the HCA's role. Having had some training, the roles are more ambiguous now than before as the HCAs are no longer untrained carers but nor are they qualified professionals. It is also suggested that the qualified nurses perceive the HCAs as a threat to their own roles in that the HCAs are seen as depriving them of their 'real' nursing role; thus they are experiencing 'role deprivation'. Recommendations to clarify role expectations and reduce role ambiguities are suggested to alleviate an avoidable source of stress for both the qualified nurse and the HCA.

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PurposeThe purpose of this paper is to discuss some of the higher education learning and teaching development strategies used to implement a university‐wide project to extend and embed work‐based learning (WBL) across all four university schools as part of a Centre for Excellence project in Teaching and Learning (CETL).Design/methodology/approachThe paper considers the change and engagement strategies that were used and gives a flavour of the range of activities that were undertaken to integrate different modes of WBL into all the university schools. Different change approaches are considered in relation to how WBL pedagogies were adopted in different subject disciplines and are examples of approaches to introducing WBL into subject areas not previously involved. Factors which facilitated the embedding of WBL into subject disciplines will be considered in relation to the implications for future higher educational development projects. These factors include support and involvement at senior management level, the use of demonstrator projects within distinct areas as illustrations of good practice, and funding support from the Centre for Excellence for projects.FindingsEffective embedding of WBL requires high‐level champions as well as innovators and risk takers who are educational developers to apply the change approaches within their own discipline in order to bring about change. Funding of educational evaluations and small projects encouraged engagement of educational developers.Practical implicationsUndertaking change in a higher education institution needs to consider the type of institution and the opportunities that present themselves through university policies and personal and professional networks, and to capitalise on the opportunities that are offered. Additionally, the use of funds and other inducements can ease reluctance to engage, and modelling of successful outcomes encourages further engagement.Originality/valueThis CETL was unusual in that it was pan‐university and endeavoured to share good practice and embed WBL across all subject disciplines. The paper demonstrates a range of change strategies that were used and offers practical examples of effective ways of involving a university in WBL.

Middlesex University's transdisciplinary work-based learning curriculum framework is presented as a coherent and innovative means to provide flexible and open learning opportunities for those in work. The chapter describes the underpinning theory that constitutes the work-based learning field of study as well as the structure and components of the curriculum framework. Through illustrative case studies, the chapter demonstrates how the Middlesex transdisciplinary framework has provided opportunities for a variety of working learners to gain access to higher education qualifications that would otherwise have been closed. Each case study illustrates a different aspect of the framework and how it has operated to create opportunities for open learning and credentialing at the level of the individual, the organisation and, lastly, within an industry sector. This demonstrates the potential for transferability of some of the principles and approaches to other higher education curricular settings.