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In this paper the author suggests that workplace learners in a knowledge-based society are increasingly aware that learning is no longer a separate activity that occurs in classroom settings, but needs to occur in the workplace environment. She focuses on professional workers who are motivated to enhance their capabilities and hence their employability by seeking non-traditional formal graduate opportunities in universities. Three case studies are reviewed and new directions are identified. Finally, areas for consideration in an emerging conceptual framework for formal graduate learning opportunities are offered.