There has been a growing level of sophistication in the way that work-based learning and academic learning has converged. In part, this is due to the increased emphasis that policy makers have placed on, for example, apprenticeships in the United Kingdom (and in Australia) . This has provided a range of possibilities for developing academic programmes that integrate work-based academic learning. It has also challenged the orthodoxies around the way that work-based learning is being theorised and facilitated in higher education and blurred the boundaries between work-based and academic learning. But do such dynamics act as provocative mechanisms for workplace impact, do they, as Ramsey (2011) and Wall (2016) suggest, constrain and dampen impact and innovation at work, or are we seeing new pathways of learning and impact at work?
The aim of this special issue is to curate cutting edge research and practice that has challenged conventions and considered novel approaches to bridging the gap between these forms of learning. Papers considering practice across the public, private and community sectors, across all academic disciplines, and across countries, are especially encouraged. We welcome creative and unorthodox approaches and are calling for articles which may include, but not limited to, the following:VIEW WEBSITE