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IntroductionOver the past decade, the analysis of what occurs when learners are involved in 'work'-based learning (WBL) has, at best, been superficial and simplistic, i.e. it has been accepted that individuals learn by being in a knowledge-based work-based environment. It does not follow, however, that they will acquire the knowledge they are seeking simply by being in a 'real world' workplace environment. What needs to be considered is how the learning processes take place in 'work'-related environments and how, by understanding the mechanisms of learning, the work-based environment can be formalised as an authentic learning environment and thus accepted as comparable but nevertheless different from the traditional on-campus one. Academics in the work-based learning field recently explored its theoretical basis with a view to establishing the workplace environment by educators, policymakers, government, industry and commerce as a formalised and accepted educational environment. It would appear that most practitioners have assumed that the experience of working in such an environment drives learning and, hence, the terminology 'experiential or work-based learning' has increasingly been used over past years to describe the learning mechanisms and processes in this environment. But the development of a conceptual theoretical base is inhibited by the ambiguous nature of what has, over the last decade, been described and considered as the practice of work-based learning. In this article, we examine how experiential learning theories can contribute to the development of a common theoretical framework which draws together lifelong learning practice to support the conceptualisation of work-based learning. We believe this approach is an important step which needs to be taken, as a common theoretical framework will underpin policy-making at institutional and systemic levels and encourage a common European strategy regarding the role of WBL in tertiary education. WBL supports the personalisation of learning, which is highly desirable, but for this to be effectively established will need a common theoretical framework taken forward as future policy by the higher and further education sectors. The establishment of such a framework would, of course, have major implications for tertiary education, as it would mean achieving a common approach across Europe. The authors have been involved over the past 20 years as researchers and in the development and teaching of WBL from diploma to professional doctorate levels. The characterisation of WBL by consideration of experiential theories is based on both practice over the past 10 years and consideration of relevant theories. While much of the practice

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Engineering organizations are increasingly under pressure to perform more efficiently with fewer people. To manage this, organizations need to understand what skills, knowledge and behaviours they need from engineers who have to practise in a global information society. Engineering educators, in collaboration with employers, therefore now need to think of how to place competencies for engineers in this new context. A model for preparing the educators and employers to face this challenge is proposed. This takes into account the change in mindset required to address the development of competencies for engineers when often the approach has to be context-driven to address global working. The model is based on developing a methodology by which a set of learning outcomes supported by aims and objectives may best be achieved. These learning outcomes are informed by the consideration of international frameworks and agreements which specify engineering professional competencies together with the corresponding graduate attributes. The core concept of the model is discussed and related to specific outcomes for educator and employer to facilitate and students to achieve. While consideration is given to what competencies are needed for tomorrow's engineering education, it is concluded that more relevant is the need to reconsider existing competencies in the context of engineers in global practice. This will require educators to be more responsive and prepared to support the development and evolution of competencies that are sustainable and robust in global sociological, political and economic systems. Central to the success of the model is the need to establish a learning equilibrium between on-campus and work-based experiential studies using globally-based industries.

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