Work-based learning is used and assessed in higher education a variety of ways. In this paper we look particularly at the differences between the assessment of WBL when it is constructed as a field of study, i.e., using generic and transdisciplinary criteria and when it is constructed as a mode of study, i.e., when it is assessed using subject specific criteria but the criteria have been met through work-based practice. We draw data from a workshop that took place at a Universities Association for Lifelong Learning (UK) WBL conference that aimed to codify the various types of work-based learning being practiced in UK higher education and to ascertain how these are presently being assessed. We also drew data from our own experience as practitioners running international programmes in higher education WBL. Most universities approached WBL as a mode of learning, however there were a few who approached WBL as a field of study and some others that used both approaches to assessment. We conclude that the field of study approach to assessing WBL more closely matches the learning experience of the work-based students.

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Development activities at work require the use of abilities that include a range of methodological knowledge. This research seeks to develop and promote these abilities into the curriculum. Design/methodology/approach -The paper analyses information from a variety of subject areas about the teaching and learning of practitioner-led research and development projects. An action research approach was used in which staff across one university were asked to draw on best practice and expertise. Findings -Differing approaches to practitioner-led research were identified. A web-based resource to facilitate the understanding of methodology in the practitioner-led projects of students on work-based and work-related university programmes was developed.Research limitations/implications -It is difficult to learn how to become a successful practitioner researcher outside of the "real-time" contexts of the work environment. Practical implications -To manage successful developments at work, students need to become "practitioner-researchers". The web-based resource provides searchable examples of projects undertaken at work in placements and by part time students in their full time work. Practice-based project information on a generic template cuts across the disciplines and uses a range of different methodologies. The practitioner-led projects result in change or recommendations for change in professional practice. Originality/value -This paper focuses especially on the methodological approaches used by undergraduate students. This kind of understanding is normally expected in the postgraduate curriculum where students are more likely to have work-based experience. Data represented various and differing standpoints regarding research paradigms, different disciplinary practices and different practices between the Professions.