Aim/Purpose: Work-based learning has been identified in the literature, and is established in academia and in the global worlds of work; however, an examination of work-based research, particularly at the doctoral level, has been less well articulated. Moreover, a paucity of published literature on either work-based research or Professional Studies means little is known about the dynamics and drivers of these domains. This study aims to begin addressing the shortfall in literature on work-based research and Professional Studies programs, using the program at University of Southern Queensland as an example Background: This paper examines work-based research in the context of the Professional Studies program at University of Southern Queensland in Australia, with which the authors are affiliated. Methodology: Analysis of work-based research includes discussion of ‘messy’ research environments and the changing nature of workplaces, along with the opportunities and challenges such environments pose for action researchers. Contribution: In addition to addressing a shortfall in the published literature on work-based research, the paper also contributes insight into the mechanisms used to promote reflective practice and the generation of professional artefacts. Findings: Often driven by altruism, work-based research as implemented in the Professional Studies program results in a so-called ‘triple dividend’, designed to benefit the individual researcher, work environment, and community of practice. Recommendations for Practitioners: To be successful contributors to work-based research, practitioners need to reflect carefully and deeply on experience, planning and outcomes, using what in this paper we call ‘micro-reflective’ (personal) and ‘macro-reflective’ (program) cycles of reflection. Recommendation for Researchers: In addition to generating new knowledge and expanding the frontiers of workplaces, work-based research is often motivated by complicated and wide-reaching imperatives; work-based researchers therefore need to consider the goals, objectives, priorities and vision of their work environments, as well as understand issues related to bias, ethical practice and the nature of insider research. Impact on Society: Work-based learning and research address the complexities, challenges and future demands of Australian workplaces along with the work, mobility and personal development needs of mid- to senior-career professionals. Future Research: In addition to the multitude of action research programs possible in work-places in Australia, more research is needed to understand higher education work-based learning and its relation to, and impact on, work-based research, particularly when applying mixed methods research to work environments.

Aim/Purpose: Most research on work-based learning and research relates to theory, including perspectives, principles and curricula, but few studies provide contemporary examples of work-based projects, particularly in the Australian context; this paper aims to address that limitation. Background: The Professional Studies Program at University of Southern Queensland is dedicated to offering advanced practice professionals the opportunity to self-direct organizational and work-based research projects to solve real-world workplace problems; two such examples in the Australian context are provided by this paper. Methodology: The paper employs a descriptive approach to analyzing these two work-based research projects and describes the mixed methods used by each researcher. Contribution: The paper provides examples of work-based research in (a) health, safety, and wellness leadership and its relation to corporate performance; and (b) investigator identity in the Australian Public Service; neither topic has been examined before in Australia and little, if anything, is empirically known about these topics internationally. Findings: The paper presents the expected outcomes for each project, including discussion of the ‘triple dividend’ of personal, organizational, and practice domain benefits; as importantly, the paper presents statements of workplace problems, needs and opportunities, status of the practice domain, background and prior learning of the researchers, learning objectives, work-based research in the practice domain, and lessons learned from research which can be integrated into a structured framework of advanced practice. Recommendations for Practitioners: This is a preliminary study of two work-based research projects in Australia; as these and other real-world projects are completed, further systematic and rigorous reports to the international educational community will reveal the granulated value of conducting projects designed to change organisations and concordant practice domains. Recommendation for Researchers: While introducing the basic elements of research methods and expected out-comes of work-based projects, examples in this paper give only a glimpse into the possible longer-term contributions such research can make to workplaces in Australia. Researchers, as a consequence, need to better understand the relationship between practice domains, research as a valuable investigative tool in workplaces, and organizational and social outcomes. Impact on Society: Work-based learning and research have been developed to not only meet the complex and changing demands of the global workforce but have been implemented to address real-world organizational problems for the benefit of society; this paper provides two examples where such benefit may occur. Future Research: Future research should focus on the investigation of triple-dividend outcomes and whether they are sustainable over the longer term.