Beyond the boundary: the learner perspective in WBL

Most higher education institutions in the UK have managed, until recently, to avoid addressing the issue of work‐based learning, not least because they have only recently begun to seriously consider the workplace as a site of learning. It is agreed that learning itself, rooted in individual experience, is playing a different part in the generation of knowledge since that experience is increasingly taking place at work. Work has thus become a key site of learning and a key focus for continuing educators, and it is work and the opportunities offered by global communication and information technologies which are transforming learning for individuals. New professional skills and new organisational structures are needed to identify, develop and support these new contexts of learning and sponsor the idea of “learning self‐competency” which is concerned with how we learn and with learning to learn.