There are numerous studies (Astin (1999) and Terenzini (1996) ) who highlight the advances of peer led learning within the educational institution, creating a strong evidence base for peer led student enterprise groups.

Astin, (1999) Proposes a student involvement theory whereby the High Education institution could use to measure ‘student involvement’ using a metric which refers to the quantity and quality of the physical and psychological energy that students invest in their experience whilst at the institution. This involvement may take many forms, such as absorption in academic work, participation in extracurricular activities, and interaction with faculty and other institutional personnel. According to the theory, the greater the student’s involvement in college, the greater will be the amount of student learning and personal development.

Terenzini (1996) states that, students’ out-of-class experiences appear to be far more influential in students’ academic and intellectual development than many faculty members and academic and student affairs administrators think

Slavin (1996) notes that the motivationalist critique of traditional classroom organization holds that the competitive grading and informal reward system of the classroom creates peer norms opposing academic efforts. Since one student’s success decreases the chances that others will succeed, students are likely to express norms that high achievement is for “nerds” or teachers’ pets. Such work restriction norms are familiar in industry, where the “rate buster” is scorned by his or her fellow workers Vroom (1969). However, by having students work together toward a common goal, they may be motivated to express norms favoring academic achievement, to reinforce one another for academic efforts.

As a learning pedagogical, Peer-Led Team Learning, whether project-based learning (PBL), game-based learning (GBL), Understanding by Design (UbD), or authentic literacy. Peer-Led Team Learning (PLTL) is a specific form of small group learning recognized by Project Kaleidoscope as best practice pedagogy (Varma Nelson et al 2004). PLTL was first developed by Woodward, Gosser,and Weiner (1993) as an integrated method that promoted discourse and creative problem solving Evaluation of the successful implementations of PLTL have suggested six critical components which fits well within our student led enterprise groups, especially within the further education sector:

• Peer-Led Team Learning in integral to the course.
• Peer-leaders are trained in leadership skills.
• Faculty or Subject areas are involved.
• Materials for workshops are challenging and promote collaborative effort.
• Space and noise level acceptable for group discussion and work.
• Peer-Led Team Learning is integrated into the institutional structure.

The institutional enterprise strategy will determine the characteristics of the Peer-Led group and the empowerment student are provided.