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The purpose of this paper is to identify potential reasons for the success of an innovative work-based learning (WBL) shell framework in an adverse environment.

Case study is the experience of one programme.

Demand-led, flexible WBL programmes have to overcome a number of internal cultural and institutional barriers in order to succeed. Important requirements are likely to include effective leadership, financial viability, adherence to quality assurance, adaptability, entrepreneurialism and a cohesive community of practice incorporating these traits.

The conclusions are drawn from shared experience and are suggestive only as they are not readily susceptible to empirical verification. The authors accept that the conclusions appear speculative for some, but they suggest that in order for innovative programmes to survive, more is required than sound pedagogy.

Although lessons may not be directly transferable, the paper draws attention to the importance of managerial, leadership and organisational factors necessary for innovative WBL programmes to survive and develop.

There is some literature on why some innovative higher education programmes and institutions have failed; however, there is little on why some programmes are successful.

The purpose of this paper is to outline a small research project designed to explore the practices of the UK work-based learning (WBL) tutors in facilitating formal research projects in the workplace.

Data were collected using a short questionnaire to practitioners administered electronically and a daylong workshop where issues were discussed in greater depth by participating tutors.

The main findings are that there is a degree of agreement by WBL tutors about the distinctiveness of WBL research projects; that although there is increasing use of technology to support delivery only one institution is using e-learning as the principal means of delivery; emphasis is upon a relatively small number of techniques and there is a strong preference for qualitative over quantitative methods.

The main limitation of the study is the relatively small number of active participants. However, this is the only study of its kind and the results offer insights into an important element of pedagogic practice in WBL.

The project enabled the identification of common approaches and facilitated discussion of problems shared by WBL tutors across the field. There appears to be a consensus that situated investigation exists within a different contextual framework to traditional academic dissertation projects and that the focus is therefore necessarily on generating data as the basis for active problem solving.

This is the only empirical study of practice in respect of facilitating research projects on WBL programmes in higher education.

The purpose of the paper is to describe the development and operation of an innovative, work based, distance delivered foundation degree developed by the University of Chester and the British Civil Service. The paper is both a case study in its own right but also the basis for a further quantitative and qualitative evaluation of the programme.

The paper describes the development of the programme in the broader context of UK Civil service modernisation and the application of the University of Chester's established Work Based and Integrative Studies (WBIS) framework. Important features of the programme are described including academic content, learner support, assessment and management.

The paper concludes by identifying three areas for formal evaluation. These are: the implications of employer involvement in the design and management of the programme; the differential nature of the learner experience and the factors underlying performance and the impact of the programme in meeting employer goals.

There are limitations in generalising from a particular case study. No formal research questions are posed in the paper or method suggested. Further work is necessary to develop a strategy for evaluation of the programme.

The conclusions are exploratory, awaiting formal evaluation.

The case study is of interest to educators engaged in flexible and distance work based learning. The issue of employer involvement in programme design, management and delivery is of considerable interest to those developing and delivering Foundation degrees and similar programmes. The issues in relation to the student experience are also of considerable interest to those engaged in workplace delivery. The organisational impact of the programme is of interest to employers and educators alike.

The UK utility markets are being privatized and customers are being given choice as to whom their supplier should be. Choosing is not, however, that simple. A detailed knowledge of the market, the key players and the terminology are essential if the right choice is to be made; and the minimum price for buying electricity and gas is to be paid. Examines what is needed to succeed as a buyer in the current electricity market.