Traditional lecture-based teaching methods are being replaced or supplemented by approaches which call for reframing the roles and identities of teachers and learners. Enquiry-Based Learning (EBL) is one such approach. This paper reports on a study investigating the perceptions of staff and students (N=25) involved in an EBL capacity building project in the north-west of England. Q methodology was used to investigate the subjectivities of the participants. The findings are discussed using sociocultural learning concepts relating to activity theory and communities of practice. The paper concludes that EBL may improve the quality of teaching and learning in higher education, but careful consideration should be given to the dynamics of the specific context in which it is introduced.
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