Executive SummaryEducating undergraduate students to be capable IT professionals poses several significant problems. Firstly, there is the question of what knowledge should be taught in a subject where new areas of interest can appear, flourish and then largely disappear within a few years. Secondly there is the question of how the subject should be taught to try to ensure that the students not only acquire knowledge which enables them to pass their University examinations but can put that knowledge into practical use in their subsequent careers.This paper presents a method that has been used by the authors successfully over a number of years to supplement conventional lecture and laboratory classes. The approach is designed to convince the students that they are capable of working in groups on problems that they have not encountered previously. The students are asked to tackle open ended problems which, typically, require the students to both apply some of the knowledge that they have been taught and acquire new knowledge for themselves. The tasks are designed to allow students at different levels of ability to succeed in achieving something worthwhile while also ensuring that even the most able and well motivated students will still be left with unfulfilled challenges.The paper first introduces the concept of empowerment, explaining why it is important in the context of preparing students for working with IT. The particular importance of the need to prepare students for continual changes in the subject is stressed and the consequential requirement to develop a range of skills which will promote and encourage 'lifelong learning' is explained.The methods that have been used by the authors to empower the students are then explained. The techniques that are used to get the students to reflect on what is happening and thus to internalise the experience are also presented. The ideas are amplified using four case studies. Two of these directly relate to undergraduate education, one for students studying computer science as at least half of their degree, the other for students for whom computer science comprises only about one fifth of their curriculum content. A third case study explains how the same ideas were successfully used in an industry setting to help empower students who had not had this type of experience in their degree course. The final case study is used to show that the empowerment technique can be used successfully at other educational levels and that IT based tasks provide an excellent motivational environment for a very wide range of people. In each case study, evidence is offered to show that the approach has been effective in empowering the students and has had beneficial effects from the viewpoint of outside observers.The case studies are used to illustrate how the approach being advocated draws on, yet also differs from, the interpretivist approach to education. The paper concludes by summarising the essential features of the approach and commending it as a worthwhile and enjoyable approach for b...