{'fraction_non_alphanumeric': 0.024429967426710098, 'fraction_numerical': 0.016286644951140065, 'mean_word_length': 5.145, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Opportunities, Benefits and Barriers to the Introduction of Work-Based Learning in Higher Education

This paper provides a checklist of the opportunities, benefits and barriers to the introduction of workbased learning courses. These have been looked at from the point of view of students, employers and the university. The checklists were compiled following two workshops held at Coventry University, during the academic year 1999–2000. The workshops were attended by academics who were involved or interested in work-based learning, together with some who were concerned about its appropriateness for higher education. The author was responsible for the introduction of a work-based learning MA in Management, at Coventry University, which was approved in May 1998. It was found that, in the period of its development (1996–1998), checklists such as these would have been very helpful. This paper, therefore, does not claim to be particularly academic. Instead, it is intended to be of some practical help to those contemplating the introduction of work-based learning courses. The introduction of work-based learning courses involves change and prior knowledge of the issues to be faced must be helpful to those involved.