Developing the structural capital of higher education institutions to support work based learning

This chapter considers issues related to the provision of work-based learning [WBL] programmes by higher education institutions and discusses these programmes using the concept of structural capital. ‘Structural capital’ is defined as the organising and structuring capability of the organisation as expressed in formal instruments, policies,
regulations, procedures, codes, functional business units, task groups, committees or less formal culture, networks and practices (Stewart, 1997) that influence practices and
procedures. Our experiences of operating work-based learning programmes in two very different higher education institutions provide illustrations of structural factors
that enable and facilitate work-based learning. The discussion outlines the forms of work-based learning that both universities employ, and considers some key aspects of
WBL delivery that are directly impacted upon by the structures and processes within institutions, and contribute to intra-institutional structural capital. A summary of practical examples is given as an appendix to the chapter.