Abstract
The article puts forward a case for broadening the curriculum within Higher Education to incorporate and encourage group work-based learning (GWBL) experiences for students. Two case studies are described within two universities in terms of organising, monitoring and assessing group-based work. It is argued that being a part of a 'consultancy team' and responding to 'real clients' enables students not only to enhance their skills base but also provides them with opportunities for personal and social development both within and outside the world of work. The debate centres upon the concept that work-based learning (WBL) should be more than just 'economistic' in the way that emphasis is placed primarily on 'training for employment'. This central tenet of government policy is considered to be a necessary but not a sufficient condition for providing for group work-based learning experiences for students. The concept of 'social capital' is explained in terms of how group participation can bring about moral, cognitive and social benefits to its members and to the wider community.