The Middle Ages are not usually considered an era when the law was friendly to laborers. Numerous regulations in medieval England were very unfriendly to them. However, religious laws—that is, canon law—did act to protect laborers when it came to working on holy days. Examining cases in the ecclesiastical courts, this article traces discussions concerning who was to blame, from theory into practice, when masters compelled their subordinates to work on holy days. Differing ideas on how to assign blame were ultimately reflected in the ecclesiastical courts. Some courts prosecuted only masters, while others prosecuted both masters and subordinates.

This study sought to distil recommendations and curriculum design principles that could underpin the re-imagination of the RMIT University coursework Masters of Sustainable Practice (MSP). The aim of the study was to redesign the program to better meet the expectations of contemporary working professionals. Four data sources were used to develop 12 program recommendations: postgraduate sustainability education literature, postgraduate coursework literature, publicly available information for contemporary coursework Masters sustainability programs both in Australia and overseas, and interview data from current and graduate students from the RMIT University Masters of Sustainable Practice. The study proposes a novel curriculum (re)design model comprised of six curriculum design principles that the authors argue are essential for the development of curricula for contemporary working professionals. Sustainable practice coursework Masters programs need to: offer choice, flexibility and authentic work-based assessment opportunities; provide significant guidance to achieve individual aspirations and to customise the program for each student; recognise learning through current workplace roles and through continuing professional development opportunities; use integrative assessments to achieve the Australian Qualification Framework knowledge and skills application requirements; incorporate short credit-bearing courses, in particular for the development of employability skills; and support students to transition to professional practice.