Description: This paper describes a model for effective transfer of knowledge between higher education, professional bodies and workplaces derived from work by Dunne et al (2000). From this analysis a model for sequenced curriculum design in Higher Education is proposed that draws on concepts of generic attributes (Candy et al 1994), and the inter-related model of knowledge formation proposed by Lee et al (2000). The model is applicable to the emerging notion of the 'third role' of HE (Guneskera, 2004). Methodology: This is a paper based on a review of literature and is primarily a development of theory of HE pedagogy. It constitutes an original model derived from prior theory, research and practice. Numerous practice examples that support the model are drawn from Europe, North America and Australasia. Conclusions: The case for the model is argued and the consequences for changes to HE curriculum design, pedagogy and assessment are identified. The implications for curriculum design include support for engagement with workplace and profession through practicum, or other structured work placements. The focus of responsibility for content moves from the academic to a partnership role involving learners, professionals and academics. The implications for assessment include group performance, peer and professional review, and authentic assessment. Consequently the model questions the dominant paradigm of individual learning within a hierarchical structure with third party assessment; and identifies consequences for learners, HE staff and comments on the need for permeable workplace and professional boundaries.