A reflection upon the value of embracing the principles of learning communities as part of a response to pressure to reduce staff student ratios in post-1992 Higher Education Institutions whilst maintaining the quality of student work-based learning

Abstract

This work reflects upon the value of embracing learning communities as part of a response to pressure to reduce staff student ratios in post-1992 Higher Education Institutions whilst maintaining the quality of the student learning experience during final year projects and MSc dissertations. It concludes that well engineered, implemented and managed communities can indeed enhance the student learning experience with reduced academic resource and also brings major additional benefits for the students and the institution.