Abstract
This article investigates the learning and academic attainment of undergraduate education students on enterprise placement projects in a longitudinal mixed methods study. By observing the placement learning and analysing previous and subsequent attainment of a second and third year group it adds to the ontology of purpose for enterprise in education and concurs with the growing body of work identifying placements with sustained academic improvement. The qualitative investigation identifies five key learning factors from the placements which support improved academic attainment. These are: pressure to learn; critical personal learning events; seeing the setting as a learning environment; professional attachments, and having space to learn. These factors support the transfer of learning from one context or situation to another and using concepts of transformative learning (Mezirow 2000; Jones, Matlay, and Harris 2012) or transitional learning (Illeris 2007) contributes to a cycle of increasing self-esteem and motivation and a sustained improvement in academic attainment. It concludes that a praxis curriculum, using self-assessments, continuous short (micro) reflections and taught awareness of the placement as a place to look for and recognise learning, would underpin these five factors and contribute to the academic processes underpinning attainment.