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This paper sets out just one element of a long term project in which the authors have employed elements of activity theory and expansive learning theory to analyse both the Australian Qualifications Framework (AQF 2013) and application of contemporary work based learning approaches. The framework for the review is built around six key areas of performance identified in previous reviews of education systems and qualifications frameworks. The researchers are progressively working through the sequence of learning actions within an expansive learning cycle and this paper represents one aspect of the work being undertaken as part of a step two, i.e. analysis, in the seven step expansive learning cycle. Through this analysis [the authors] present a possible solution to enable an individual to progress through a vocational pathway into higher education by the application of a work based learning pedagogy that is assessed against institutional based credentials. This approach tends to be a 'flipped' practice to the general principle of asking the learner to align their work based activity to the institution's pedagogical framework and more then the application of recognition of prior learning.

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The knowledge economy is compelling business leaders to adopt creative approaches to become and remain relevant and competitive. Business has the opportunity to use many of the learnings from art and philosophy in order to effectively respond to this situation. This article takes insights from creative artists and thinkers such as Dante, Yeats, Chomsky and TS Eliot and connects them with contemporary developments in professional learning, practice and reflection (with particular reference to the work of Hager et al. (2012), Kemmis et al. (2012) and Boud et al. (2006)).

The purpose of these connections is to illustrate the value of an emergent approach to tertiary education known as work based learning. The article is a departure from traditional views of work-based learning as it suggests that work based learning is a creative and innovative response that builds capability for both individuals and organisations. Within this context, significance is afforded through reflective practice. Whilst reflection is more associated with thinkers and artists than business leaders, it is an important skill in contemporary business settings. The authors argue that effective professional reflective practice draws the different elements of contemporary work based learning into a cohesive strategy for building higher levels of individual and organisational capability.

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An ongoing challenge for education and training providers is to ensure learners can achieve maximum learning and recognition for their vocational education pathways. The strategy and case to be presented could best be described as the 3 'p's approach to the provision of vocational education and training, that is: (1) how we support people in their education and training; (2) what processes we use to provide education and training; and (3) the place where the learning opportunities are provided. The aim of this paper is to share an educational and training strategy that has been successfully implemented in an Australian enterprise. The strategy provided education and training for the members of the enterprise in a multidisciplinary manner from a certificate through to a degree outcome, entirely through work-based learning (WBL) pedagogy.

The research was conducted with six candidates (employees of the enterprise) through their educational journey applying a range of WBL activities including projects and initiatives to improve processes and performances in the workplace. Each candidate's program involved designing the learning component following an initial phase of review of their previous learnings and qualifications with a learning advisor. This process was deemed as 'the learning review'. The other component of this phase was to develop a learning plan to encapsulate an area of study or disciplinary process that would be relevant to the individual candidate. This process was deemed as 'the learning journey plan'. The second phase was for each candidate to prepare and undertake a problem based/research led learning activity through one or more workplace project/s with the support of the employer. The final phase involved a structured review and development of a final project report to outline the outcomes and learnings achieved through the work based projects. The research undertaken included post-program interviews with the six candidates and the General Manager and provided an example of a relatable model for all workplaces as well as education and training provider.

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