AbstractWork-based learning is rare in Humanities subjects in Higher Education, but the increasing pressure to focus on employability from both the government and students means that there are increasing incentives to embed it into Humanities offerings. The literature on work-based learning describes both the enormous potential it has to contribute to learning but also some potential dangers and pitfalls. This article explores the role of work-based learning in the Humanities through a detailed case study of the innovative Work Based Project at Sheffield Hallam University. The case study describes how the module at Sheffield Hallam negotiates potential problems and emerges as a successful module with outstanding feedback from students. This is linked to a wider discussion of the opportunities, dangers, and practicalities of embedding work based learning in Humanities subjects.
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