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This paper arises from the work of the UTS [University of Technology, Sydney] researching adult and vocational learning group and its analysis of work-based learning in higher education (Symes & McIntyre 2000). One aspect of that analysis is the ‘de-institutionalisation’ thesis - that work-based learning programs represent, on the one hand, a de-institutionalisation of vocational learning, a movement of learning out of formal institutions, and on the other, a new institutionalisation of learning in workplaces, where what was informal, embedded and unrecognised is now to be recognised, valued and promoted by enterprises which desire more productive and ‘performative’ workplaces (Solomon & McIntyre 2000).