The Scholarship Project Bibliography V4_100816_1.pdf · Fumasoli, T. and Huisman, J. (2013)....

Updated: 10 August 2016, Version: 4.0

Document name: The Scholarship Project Bibliography

Created: 23 June 2015

1

The Scholarship Project:

Bibliography

The bibliography is divided into three sections: College Higher Education in general;

scholarship and the research-teaching nexus; the nature of

vocational/technical/professional knowledge. This is for ease of navigation around the

literature, and is not intended to mark clear disciplinary boundaries.

N.B: Some links may not work by clicking on them. Please copy the entire URL into your

web browser to access the journal.

College Higher Education in general:

Ainley, P. and Bailey, B. (1997) The Business of Learning: Staff and Student

Experiences of Further Education in the 1990s. London: Continuum.

Ainley, P., and M. Allen (2010) Lost Generation? New Strategies for Youth and

Education. London: Continuum.

Ainley, P. (2013) Education and the reconstitution of social class in England,

Research in Post-Compulsory Education, 1(1-2): 46-60.

Armitage, A. Evershed, J., Hayes, D., Hudson, A., Kent, J., Lawes, S., Poma, S., and

Renwick, M. (2012), Teaching and Training in Lifelong Learning (4th Edn).

Maidenhead: Open University Press.

Avis, J. and Orr, K. (2016) `HE in FE: vocationalism, class and social justice’,

Research in Post-Compulsory Education, 21(1-2), 49-65.

Barnett, R. (ed) (2005) Reshaping the University. Maidenhead: Open University

Press.

Barnett, R. and Coate, K. (2005) Engaging the curriculum in higher education.





2

Bathmaker, A-M. (2016) `Higher education in further education: the challenges

of providing a distinctive contribution that contributes to widening

participation’, Research in Post-Compulsory Education, 21(1-2), 20-32.

Becher, T. and Trowler, P. (2001) Academic Tribes and Territories: Intellectual

enquiry and the culture of disciplines. (2nd Edn). Buckingham: SRHE and Open

University Press.

Beckmann, A., Cooper, C. and Hill, D. (2009) Neoliberalization and

managerialization

of ‘education’ in England and Wales – a case for reconstructing education,

Journal for Critical Education Studies, 7(2): 310–45.

Bell, D. (1976) The coming of post-industrial society. New York: Basic Books.

Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. (2nd ed). New York:

Rowman and Littlefield.

Bloomer, M., and Hodkinson, P. (2000) Learning careers: Continuity and change

in young people’s dispositions to learning, British Educational Research Journal,

26, 538–597.

Bourdieu, P. (1977) Outline of a theory of practice. Cambridge: Cambridge

University Press.

Bourdieu, P. (1993) The field of cultural production: Essays on art and literature.

Cambridge: Polity Press.

Bourdieu, P., & Passeron, J. C. (1970) Reproduction in education, society and

culture. London: Sage.

Brown, P. (1987) Schooling Ordinary Kids. London: Tavistock.

Colley, H., Chadderton, C. and Nixon, L. (2014) Collaboration and contestation in

further and higher education partnerships in England: a Bourdieusian field

analysis, Critical Studies in Education, 55(2): 104-121.

Connolly, C., Jones, C., and Jones, M. (2007) Managing collaboration across




3

further and higher education: A case in practice, Journal of Further and Higher

Education, 31(2), 159–169.

Creasy, R. (2013). HE lite: Exploring the problematic position of HE in FECs,

Journal of Further and Higher Education, 37(1): 38–53.

Deem, R., and Brehony, K. (2005) Management as ideology: the case of `new

managerialism' in higher education, Oxford Review of Education, 31 (2): 217-235.

Deem, R., Hillyard, S. and Reed, M. (2008) Knowledge, Higher Education, and the

New Managerialism: the Changing Management of UK Universities. Oxford: Open

University Press.

Dutton, K. and Rapley, E. (2014) Peer Observation and Review of Teaching

in College Higher Education, in Lea, J. (ed) (2014) Supporting higher education in

college settings. London: SEDA.

Dhillon, J. (2005. The Rhetoric and Reality of Partnership Working, Journal of

Further and Higher Education, 29 (3): 211–219.

Dhillon, J.K. and Bentley, J. (2016) `Governor and course leaders’ reflections on

HE in FE: strategic ambition and curriculum practice in two large colleges in

England’, Research in Post-Compulsory Education, 21(1-2), 137-150.

Ecclestone, K, Hayes, D. & Furedi, F. (2005) ‘Knowing Me, Knowing You: The Rise

of Therapeutic Professionalism in the Education of Adults’, Studies in the

Education of Adults 37 (2): 182-200

Eccelstone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic Education.

London: Routledge.

Feather, D. (2016) Òrganisational culture of further education colleges

delivering higher education business programmes: developing a culture of

‘HEness’ – what next?’, Research in Post-Compulsory Education, 21(1-2), 98-115.

Fraser, N. (2005) Reframing justice in a globalizing world. New Left Review, 36,

69–88.




4

Fumasoli, T. and Huisman, J. (2013). Strategic agency and system diversity:

Conceptualizing institutional positioning in higher education, Minerva, 51, 155–

169.

Garrod, N. and Macfarlane, B. (2007) Scoping the duals: structural challenges of

combining further and higher education in post-secondary institutions, Higher

Education Quarterly. 61(4): 578-596.

Gibbs, G. (2010) Dimensions of Quality. York: HEA. Available at:

https://www.heacademy.ac.uk/sites/default/files/Dimensions_of_Quality.pdf

[Accessed 19.11.14].

Gibbs, G. (2011) Implications of `Dimensions of Quality’ in a market environment.

York: HEA. Available at: https://www.heacademy.ac.uk/implications-

dimensions-quality-market-environment [Accessed 19.11.14].

Gibbs, P. (2002) Who deserves foundation degrees? Journal of Further and Higher

Education, 26(3): 197–206.

Gleeson, D., and F. Shain. 1999. Managing ambiguity: Between markets and

managerialism – a case study of middle managers in further education, The

Sociological Review, 47 (3): 461–90.

Golding Lloyd, M., and Griffiths, C. (2008) A review of the methods of delivering

HE programmes in an FE college and an evaluation of the impact this will have

on learning outcomes and student progression, Journal of Further and Higher

Education, 32 (1): 15–25.

Gosling, D. and Moon, J. (2001) How to use Learning Outcomes and assessment

criteria. London: SEEC.

Gosling, D. and O’Conner, K. M. (2009) Beyond the Peer Observation of Teaching,

London: SEDA

Gray, C. (2010) ‘I am not a number’ – Determining professional capability

through graded observations for HE in FE staff. Paper presented to Society for

https://www.heacademy.ac.uk/sites/default/files/Dimensions_of_Quality.pdf

https://www.heacademy.ac.uk/implications-dimensions-quality-market-environment

https://www.heacademy.ac.uk/implications-dimensions-quality-market-environment




5

Research into Higher Education Annual Conference. 14-16 December,

Newport, UK. Available from:

http://www.srhe.ac.uk/conference2010/abstracts/0093.pdf [6 September

2013].

Hodkinson, P., Biesta, G., and James, D. (2007) Understanding learning cultures.

Educational Review, 59, 4115–4427.

Kadi-Hanifi, K. and Keenan, J. (2016) `Finding the ‘a-ha’ moment: an exploration

into HE in FE teacher self-concept’, Research in Post-Compulsory Education,

21(1-2), 73-85.

King, M., and Widdowson, J. (2012) Inspiring individuals: Teaching higher education

in a further education college: Exploring the pedagogy of HE delivered in a FE

setting. York: Higher Education Academy.

Knowles, M. (1971) The modern practice of adult education: From pedagogy to

andragogy. Wilton, Connecticut: Association Press.

Lea, J., Hayes, D., Armitage, A., Lomas, L. and Markless, S. (2003) Working in Post-

Compulsory Education. Maidenhead: Open UP.

Lea, J. (2011) Guidance For Awarding Organisations and Practitioners With

Regard To The Alignment Of Qualifications Available For Teaching In the HE

and The FE Sector In England’, Report for Lifelong Learning UK. London: LLUK.

Lea, J. (2010) Initial Teacher Education and Continuous Professional

Development in Post-Compulsory Education: strengths, weaknesses,

opportunities, threats, Educational Developments, 11(3): 11-14.

Leahy, S. M. (2012) The barbarians at the gate. Playing the higher education

game: Observations from the periphery of the field, Journal of Further and

Higher Education, 36(2), 169–185.

Lingfield, R. [Chair] (2012) Professionalism in Further Education: Final Report of the

Independent Review Panel. London: BIS.

http://www.srhe.ac.uk/conference2010/abstracts/0093.pdf




6

Livingston, D. W. and Guille, D. (eds.) (2012) The knowledge economy and lifelong

learning: a critical reader, Rotterdam: Sense Publishers.

Lombardi, J. V. (2013) How Universities Work. Baltimore: John Hopkins University

Press.

Lopez-Fogues, A. (2016) À social justice alternative for framing post-

compulsory education: a human development perspective of VET in times of

economic dominance’, Journal of Vocational Education & Training, 68(2), 161-

177.

[LLUK] Lifelong Learning UK (2007) Professional standards for teachers, tutors and

trainers in the lifelong learning sector. London: LLUK.

Machin, S. and Vignobles, A. (2007) Education Policy in the UK. London: LSE

McTaggart, B. (2016) `Modern higher education students within a

nontraditional higher education space: not fitting in, often falling out’,


O’Leary, M. (2013) Classroom Observation: A guide to the effective observation of

teaching and learning. London: Routledge.

Orr, K. (2014) Higher Education in Further Education and its impact on social

mobility in England. Paper presented to SRHE Post-Compulsory and Higher

Education Network, 6th November 2014.

Parry, G. (2011) Mobility and hierarchy in the age of near-universal access,

Critical Studies in Education, 52(2): 135–149.

Parry, G. (2012) Higher education in further education colleges: A primer,

Perspectives, 16(4): 118–122.

Parry G (2013) `Colleges and the governance of higher education’, Higher

Education Quarterly, 67 (4), 315-339.

Parry G (2014) `Robbins and Advanced Further Education’, Higher Education

Quarterly, 68 (2),187-209.




7

Parry, G (2016) ‘College higher education in England 1944–66 and 1997–2010’,

London Review of Education,14(1), 86-105.

Parry, G. and Thompson, A. (2002) Closer by degrees: the past, present and future

of higher education in further education colleges. London: Learning and Skills

Parry, G., Callender, C., Scott, P., and Temple, P. (2012) Understanding higher

education in further education colleges: BIS Research Paper number 63. London:

Department for Business, Innovation and Skills.

Price, P. (2011) Professional standards applying to teaching and learning in the HE

in FE sector (England): A discussion paper for the Higher Education Academy HE in

FE enhancement programme. York: Higher Education Academy. Available at:

https://www.heacademy.ac.uk/resources [Accessed 08.12.14].

Rashid, S., Parry, G., Thompson, A. and Brooks, G. (2011) Patterns of Further and

Higher Education in Colleges and Universities in England: A Statistical Summary

and Technical Commentary. Bristol: Higher Education Funding Council for

England (HEFCE).

Ramsden, P. (2003) Learning to Teach in Higher Education. London: Routledge.

Randle, K. and Brady, N. (1997) Further education and the new managerialism,

Journal of Further and Higher Education. 21 (2), 229–39.

Rapley, E. (2014) Horses for courses, or a grumble in the jungle? HE in FE

student perceptions of the HE experience in a land-based college, Research in

Post-Compulsory Education, 19(2): 194-211.

Reay, D., Crozier, G. and Clayton, J. (2010) ‘Strangers in paradise’? Working-class

students in elite universities. Sociology, 43(6): 1103–21.

Reece, I. and Walker, S. (2006), Teaching, Training and Learning: a Practical Guide.

Sunderland: Business Education Publishers Ltd.

Robinson, D. (2012) Higher Education in Further Education: student perceptions

of the value of foundation degree qualifications, Research in Post-Compulsory

https://www.heacademy.ac.uk/resources




8

Education, 17(4): 453-469.

Rogers, C. [and Freiberg, H. J.] (1994) Freedom to Learn. 3rd edn. New York:

Merrill.

Satterwaite, J., Atkinson, E. and Gale, K. (eds) (2003) Discourse, Power and

Resistance. London, Trentham Books.

Schon, D. (1983) The Reflective Practitioner. San Francisco, CA: Jossey Bass.

Scott, G. (2010) Delivering higher education within further education in England:

issues, tensions and opportunities, Management in Education, 24(3) 98–101.

Scott, P. (2009) On the Margins or Moving into the Mainstream? Higher

Education in Further Education in England, Higher Education Quarterly, 63(4):

402–418.

Scott, P. (2012) It's 20 years since polytechnics became universities – and there's

no going back. The Guardian, 03.09.12

Stanton, G. (2009) A View from Within the English Further Education Sector on

the Provision of Higher Education: Issues of Verticality and Agency, Higher

Education Quarterly, 63(4): 419–433.

Stoten, D.W. (2016) `Studying for a higher education qualification without going

to university: an insight into students’ decisions to study in post-16 colleges’,


Thomas, L. and Quinn, J. (2007) First Generation Entry into Higher Education,


Thurgate, C., MacGregor, J. and Brett, H. (2007) The lived experience: delivering

a foundation degree in health and social care, Journal of Further and Higher

Education, 31(3): 215–23.

Tomlinson, M. [chair] (2004) 14-19 Curriculum and Qualifications Reform: final

report of the working group on 14-19 reform. London: DfE.




9

Touraine, A. (1974) The post-industrial society. London: Wildwood House.

Turner, R. with Barnes, C. (2016) `Supporting Higher Education in College

Settings – a new SEDA PDF award’, Educational Developments, 17(2), 1-4.

Trow, M. (1973) Problems in the transition from Elite to mass higher education.

Berkeley, CA: Carnegie Commission on Higher Education.

West, J. (2006) Patrolling the borders: Accreditation in further and higher

education in England, Journal of Further and Higher Education, 30(1): 11–26.

Wheelahan, L. (2016) `‘College for all’ in Anglophone countries – meritocracy or

social inequality? An Australian example’, Research in Post-Compulsory

Education, 21(1-2), 33-48.

Young, M.F.D. (1971) Knowledge and Control. London: Collier-Macmillan.

Young, M. (2006) Further and Higher Education: A Seamless or Differentiated

Future?, Journal of Further and Higher Education, 30 (1): 1–10.

On scholarship and the research-teaching nexus

Boyer, E.L. (1990) Scholarship Reconsidered: priorities for the professoriate.

Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

Boyer, E.L. (1996) The scholarship of engagement, Journal of Public Outreach, 1(1),

11-20.

Brew, A. (2006) Research and teaching: Beyond the divide. London: Palgrave

Macmillan.

Burkill, S., Rodway, S., Dyer, M. and Stone, M. (2008) Lecturing in higher

education in further education settings, Journal of Further and Higher Education,

32(4): 321–31.

Caldwell, E. F. and Cattermole, C. (2015) Student perceptions of barriers to

networking with employers. Higher Education, Skills and Work-based Learning, 5




10

(3): 287-298.

Davis, J. (2014) Èxploring the Value of Doctoral Study in College-based Higher

Education: A Practitioner Perspective’, Journal of Perspectives in Applied

Academic Practice, 2 (1), 21-24.

Dunne, E. and Zandstra, R. (2011) Students as change agents: new ways of

engaging with learning and teaching in Higher Education. Bristol: Escalate

Eagleton, T. (1990) The Significance of Theory. London: Blackwell.

Eaton, J. (2015) Conceptualising scholarship within college-based higher

education, Higher Education, Skills and Work-Based Learning, 5 (1), 5-13.

Eaton, J, Gower. L, & Macdonald, D. (Forthcoming) Partnership Learning

Communities: A Guide for Colleges. York: HEA.

Elliot, J. (ed) (1993) Reconstructing Teacher Education: teacher development.

London: Falmer.

Elliott, G. (1996) Why is research invisible in further education? British

Educational

Research Journal, 22(1): 101–11.

Elliott, G. (2015) Challenging assumptions about values, interests and analysis,

Critical Studies in Education, 55(2): 104-121.

Elton, L (2001) Research and teaching: conditions for a positive link, Teaching in

Higher Education, 6 (1), 43-56.

Feather, D. (2010) A whisper of academic identity: An HE in FE perspective,

Research in Post-Compulsory Education, 15:189–204.

Furedi, F. (2004) Where have all the intellectuals gone? London: Continuum.

Gale, K., Turner, R. and McKenzie, L. M. (2011) Communities of praxis?

Scholarship and practice styles of the HE in FE professional, Journal of

Vocational Education &Training, 63(2): 159-169.




11

Gale, K., Turner, R. and McKenzie, E. (2013) Action research, becoming and the

assemblage: a Deleuzian reconceptualisation of professional practice,

Educational Action Research, 21(4): 549-564.

Galley, S. and Savage, K. (2014) `Sharing Distinctive Vocational Cultural Practices

to Review Teaching and Learning Strategies Across CBHE: a Case Study’

Journal of Perspectives in Applied Academic Practice, 2 (1), 15-20.

Goulding, F. and Seddon, T. (2013) `The Practical Work of Scholarship in

Australian Technical and Further Education Institutions’, Journal of

Perspectives in Applied Academic Practice, 1(1), 11-16.

Gray, C., Turner, R. and Carpenter, A. (2014) Research and scholarship in College

Higher Education: from individual practice to college strategy, in Lea, J. (ed)

(2014) Supporting higher education in college settings. London: SEDA.

Gray, C.,Turner, R., Sutton, C., Petersen, S., Stevens, S., Swain, J., Esmond, B.,

Schofield, C. and Thackeray, D. (2015) Research methods teaching in vocational

environments: developing critical engagement with knowledge?, Journal of

Vocational Education & Training, 67(3): 274-293.

Griffiths, C. and Lloyd, M. G. (2009) 'Degree of success? A review of delivering

BSc Honours degrees in an FE college', Journal of Further and Higher Education,

33(4), 483- 492.

Griffioen, D. M. E and de Jong, U. (2013) Academic drift in Dutch non-university

higher education evaluated: A staff perspective. Higher Education Policy. 26,

173–191.

Hargreaves, A. (1994) Changing teachers, changing times: teachers’ work and

culture in the postmodern age. London: Cassell.

Hargreaves, A. (2003) Teaching in a Knowledge Society. Maidenhead: Open

University Press.

Harvey, L. (2009) Review of research literature focussed on Foundation degrees.

Lichfield: FDF.




12

Harwood, J. and Harwood, D. (2004) Higher Education in Further Education:

delivering higher education in a further education context—a study of five

South West colleges, Journal of Further and Higher Education, 28(2): 153–64.

Hayes, D. (2003) The Truths about Educational Research, in Lea, J., Hayes, D.,

Armitage, A., Lomas, L. and Markless, S. (2003) Working in Post-Compulsory

Education. Maidenhead: Open UP.

[HEA] Higher Education Academy (2011) UK Professional Standards Framework

(UKPSF). Available at: https://www.heacademy.ac.uk/professional-

recognition/uk-professional-standards-framework-ukpsf [Accessed 08.12.14].

Healey, M., and Jenkins, A. (2009) Developing undergraduate research and inquiry.

York: HEA.

Healey, M., Jenkins, A. and Lea, J. (2014) Developing research-based curricula in

college-based higher education. York: HEA.

Healey, M., Flint, A. and Harrington, K. (2014) Engagement Through Partnership:

students as partners in learning and teaching in higher education. York: HEA.

[HEFCE] Higher Education Funding Council for England (2001) Supporting higher

education in further education colleges: Review of colleges’ strategy

statements and support needs: A report to the HEFCE by the Further

Education Development Agency. Report 01/07. Bristol: HEFCE.

[HEFCE] Higher Education Funding Council for England (2006) Higher education

in further education colleges: Consultation on HEFCE policy. 2006/48. Bristol:

HEFCE.

[HEFCE] Higher Education Funding Council for England (2009) Supporting higher

education in further education colleges: Policy, practice and prospects. Bristol:

HEFCE.

Henkel, M. (2005) Academic Identity and Autonomy in a Changing Policy

Environment, Higher Education, 49 (1–2): 155–176.

https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf

https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf




13

Humboldt, W. von [1810] (1970) On the spirit and organisational framework of

intellectual institutions in Berlin, Minerva 8: 242 – 267.

Hunt, C. (2016) `‘Teachers’ to ‘academics’: the implementation of a

modernisation project at one UK post-92 university’, Studies in Higher

Education, 41(7),1189-1202.

Hurley, J., Bowling, A., Griffiths, J. and Blair, D. (2015) `Factors challenging and

supporting scholarly activity for academic staff in a regional Australian

university environment,’ Journal of Further and Higher Education, 39(2), 241-

254.

Jacoby, R. (1987) The Last Intellectuals: American Culture In The Age Of Academe.

New York: Basic Books.

Jones, R. (2006) A higher education ethos: a review of information and literature

relating to the creation of an ethos of higher education in the context of

further education, Widening Participation and Lifelong Learning, 8(2): 22–28.

King, M. and Widdowson, J. (2009) Scholarly activity in higher education delivered

in further education: A study by the mixed economy group of colleges. York: Higher

Education Academy.

King, M. (with Davies, J., Flint, C. and Widdowson, J.) (2014) Exploring scholarship

and scholarly activity in college-based Higher Education. Mixed Economy Group

of colleges.

King, M., Widdowson, J., Davis, J. and Flint, C. (2014) Exploring Scholarship and

Scholarly Activity in College-based Higher Education, Journal of Perspectives in

Applied Academic Practice, 2(1): 2-8.

Knewstubb, B. (2016) `The learning–teaching nexus: modelling the learning–

teaching relationship in higher education’, Studies in Higher Education, 41(3),

525-540.

Kreber, C. (2013) Authenticity in and Through Teaching in Higher Education: the

transformative potential of the scholarship of teaching. London: Routledge.




14

Lea, J. (ed) (2015) Enhancing Learning and Teaching in HE: engaging with the

dimensions of practice. Maidenhead: Open University Press.

Lea, J. (2016) Ènhancing scholarship in college higher education: Introducing

the scholarship project’, Educational Developments, 17(1), 9-13.

Lea, J. (ed) (2014) Supporting Higher Education in College Settings. London: SEDA.

Lea, J. and Simmons, J. (2012) Higher education in further education: Capturing

and promoting HEness, Research in Post-Compulsory Education, 17(2): 179–193.

Lea, J. and Thinnesen, E. (2014) Meeting the Initial and Continuing Professional

Development needs of those working in College Higher Education, in Lea, J.

(ed) (2014) Supporting higher education in college settings. London: SEDA.

Markless, S. (2003) The Case for Action Research, in Lea, J., Hayes, D., Armitage,

A., Lomas, L. and Markless, S. (2003) Working in Post-Compulsory Education.

Maidenhead: Open UP.

Mason, M., Bardsley, J., Mann, J. and Turner, R. (2010) Teaching and research

within further education colleges: chalk and cheese?, Practice and Evidence of

Scholarship of Teaching and Learning in Higher Education, 5 (2): 115-136.

McKernan, J. (1996) Curriculum Action Research. London: Routledge.

McNiff, J. (2002) Action Research: Principles and Practice 2nd Edition. London:

Routledge.

Neary, M. and Winn, J. (2009) `Student as Producer: reinventing the student

experience in higher education’, in Bell, L., Stevenson, H. and Neary, M. (2009)

The Future of Higher Education. London: Continuum.

Neary, M. (2014) ‘Student as Producer: Curriculum development, institutional

change and reinventing ‘the idea of university’ as a radical political project’,

Educational Developments, 15(1), 10-13.

Neumann, R. (1992) `Perceptions of the teaching-research nexus: a framework

for analysis’, Higher Education, 23(2), 159-171.




15

Prosser, M. (2008) The Scholarship of Teaching and Learning: What is it? A

Personal View, International Journal for the Scholarship of Teaching and Learning:

2(2): 1-4.

[QAA] Quality Assurance Agency (2008), Learning from Academic review of higher

education in further education colleges (2005-07), Gloucester: QAA.

[QAA] Quality Assurance Agency (2013) Guidance on scholarship and the

pedagogical effectiveness of staff: Expectations for Foundation Degree-awarding

powers and for taught degree-awarding powers. Gloucester: QAA.

REF [Research Excellence Framework] (2012) REF 2014: Assessment framework

and guidance on submissions. REF 02.2011. Bristol: REF. Available at:

www.ref.ac.uk/pubs/2011-02/ [Accessed 03.08.13].

Rogerson, M. (2014) `Practice as Research within the Undergraduate

Curriculum’, Journal of Perspectives in Applied Academic Practice, 2 (1), 9-14.

Sharp, J.G., Hemmings, B. Kay, R. and Callinan, C. (2015) `When worlds collide:

identity, culture and the lived experiences of research when ‘teaching-led’,

Journal of Further and Higher Education, 39(5), 612-644.

Sandmann, L. R. (2008) Conceptualization of the Scholarship of Engagement in

Higher Education: a strategic review: 1996-2006, Journal of Higher Education

Outreach and Engagement, 12(1): 91-104.

Simmons, J. and Lea, J. (2013) Capturing an HE ethos in College Higher Education.

Gloucester: QAA.

Solvason, C. and Elliott, G. (2013) Why is research still invisible in further education?

Journal of Learning Development in Higher Education, 6: 1- 17.

Somekh, B. and Zeichner, K. (2009) Action research for educational reform:

remodelling action research theories and practices in local contexts,

Educational Action Research, 17(1): 5–21.

http://www.ref.ac.uk/pubs/2011-02/




16

Turner, R., Brown, T., and Edwards-Jones, A. (2014) ‘Writing my first academic

article feels like dancing around naked’: research development for higher

education lecturers working in further education colleges, International Journal

for Academic Development, 19(2): 87–98.

Turner, R., Brown, T., and Edwards-Jones, A. (with Julie Hughes, Alison Banks,

Janet Bardsleye, Yvette Bryan, Claire Gray, Amanda Isaac, Judith Mann,

Maureen Mason, Liz McKenzie, Julie Osborn, Martin Rowe, Mark Stone and

Rachel Wilkinson) (2015) Narrative explorations into the professional

development of lecturers teaching higher education in English further

education colleges, Professional Development in Education, 41(3): 546–562.

Turner, R., McKenzie, L. M., McDermott, A. P., and Stone, M. (2009). Emerging HE

cultures: Perspectives from CETL award holders in a partner college network,

Journal of Further and Higher Education, 33(3): 255–263.

UCU (2013) Scholarly activity in HE in FE – towards a better practice model. London:

UCU.

Young, P. (2002) `Scholarship is the Word That Dare Not Speak Its Name’

Lecturers’ Experiences of Teaching on a Higher Education Programme in a

Further Education College, Journal of Further and Higher Education, 26(3): 273–

286.




17

On the nature of vocational/technical/professional

knowledge

Abbs, P. (1994) The Educational Imperative: a defence of Socratic and aesthetic

learning. Washington DC: Falmer Press.

[AoC] Association of Colleges (2015) How to build from `Breaking the Mould’ –

making technical and professional education a reality – the next steps. London:

AoC.

Ainley, P. (1993) Class and Skill: Changing Divisions of Knowledge and Labour.

London: Continuum.

Ainley, P. (2003) Towards a seamless web or a new tertiary tripartism? The

emerging shape of post-14 education and training in England, British Journal of

Educational Studies, 51, 390–407.

Allais, S., Raffe, D. and Young, D. (2009) Researching NQFs: Some Conceptual Issues.

International Labour Office, Employment Sector, Skills and Employability

Department, Employment working paper no. 44. Geneva: ILO.

Allen, M. (2010) Education’s ‘credibility crunch’: the upper secondary years,

Forum, 52(3). Available at: https://radicaled.wordpress.com/2010/11/11/1132/

(accessed 16.12.15).

Atkinson, D. and Elliot, L. (2007) Fantasy Island. London: Constable.

Avis, J. (2000) Policing the Subject: Learning Outcomes, Managerialism and

Research in PCET, British Journal of Educational Studies, 48 (1): 38–57.

Avis, J. (2014) Workplace Learning, VET and Vocational Pedagogy: The

Transformation of Practice, Research in Post-Compulsory Education,19(1): 45–53.

Barnett, M. (2006) Vocational Knowledge and Vocational Pedagogy. In Knowledge,

Qualifications and the Curriculum for South African Further Education, edited by

M. Young, M. and Gamble, J. Pretoria: Human Sciences Research Council. 143–

157.

https://radicaled.wordpress.com/2010/11/11/1132/




18

Bailey, C. (1984) Beyond the present and particular: A theory of liberal education.

London: Routledge & Kegan Paul.

Barr, G. (2011) The application of phronesis to teaching and quality management; a

case study in further education. Unpublished PhD thesis, University of Hull.

Bates, I. (1995) The competence movement and the national vocational

qualification framework: The widening parameters of research, British Journal

of Education and Work, 8(2): 5-13.

Bathmaker, A. M. (2013) `Defining ‘Knowledge’ in Vocational Educational

Qualifications in England: An Analysis of Key Stakeholders and their

Constructions of knowledge, Purposes and Content, Journal of Vocational

Education & Training, 65 (1): 87–107.

Bathmaker, A. M. (2015) Thinking with Bourdieu: thinking after Bourdieu. Using

‘field’ to consider in/equalities in the changing field of English higher education,

Cambridge Journal of Education, 45(1): 61-80.

Bathmaker, A. M., and Thomas, W. (2009). Positioning themselves: An

exploration of the nature and meaning of transitions in the context of dual

sector FE/HE institutions in England, Journal of Further and Higher Education,

33(2): 119–130.

Beck, J. and Young, M. (2005) The Assault on the Professions and the

Restructuring of Academic and Professional Identities: A Bernsteinian Analysis,

British Journal of Sociology of Education, 26(2): 183–197.

Biemans, H., Wesselink, J., Gulikers, S., Schaafsma, J., Verstegen, and Mulder. M.

(2009) Towards Competence‐Based VET: Dealing with the Pitfalls, Journal of

Vocational Education & Training, 61 (3): 267–286.

Braverman, H. (1974) Labor and Monopoly Capital: The Degradation of Work in the

twentieth Century. New York: Monthly Review Press.




19

Broad, J. H. (2016) `Vocational knowledge in motion: rethinking vocational

knowledge through vocational teachers’ professional development’, Journal of

Vocational Education & Training, 68(2), 143-160.

Brockmann, M., Clarke, M. and Winch, C. (2010) The Apprenticeship Framework

in England: A New Beginning or a Continuing Sham? Journal of Education and

Work 23 (2): 111–127.

Brockmann, M. and Laurie, I. (2016) Àpprenticeship in England – the

continued role of the academic–vocational divide in shaping learner identities,

Journal of Vocational Education & Training, 68(2), 229-244.

Brown, P., Lauder, H. and Ashton, D. (2011) The Global Auction: The Broken

Promises of Education, Jobs, and Incomes. Oxford: Oxford University Press.

Bryson, J. (2015) `Putting skill in its place’, Journal of Education and Work, 28(5,

551-570.

Burke J. W. (Ed) (1989) Competency-Based Education and Training. London: Falmer

Press

Carter, P. (2009) Progression from Vocational and Applied Learning to Higher

Education in England. Bolton: UVAC.

Chankseliani, M. and Relly, S. J. (2015) ‘From the providerled to an employer-led

system: implications of apprenticeship reform on the private training market’,

Journal of Vocational Education & Training, 67(4), 515-528.

Clarke, L., and Winch, C (Eds.) (2007) Vocational Education. London: Routledge.

Clarke, L., and Winch, C. (2004) Apprenticeship and Applied Theoretical

Knowledge,

Educational Philosophy and Theory, 36(5): 509–521.

Deissinger, T. (2015) Is the German VET system still a “model” for other

countries?: Facts and problem issues. Seminar presentation at the Ontario

Institute for Studies in Education, 05.10.15.




20

[DfES] Department for Education and Skills (2004) Equipping our teachers for the

future. London: HMSO.

Dismore, H. (2014) Experiencing the transition from an apprenticeship to higher

education, Journal of Education and Work, 27(6): 585-607.

Edward, S., Coffield, F., Steer, R. and Gregson. M. ( 2007) Endless change in the

learning and skills sector: The impact on teaching staff, Journal of Vocational

Education and Training, 59 (2): 155–73.

Elias, P., and K. Purcell (2004) Seven Years On: Graduate Careers in a Changing

Labour Market. London: Higher Education Careers Services Unit.

Eraut, M. (1994) Developing Professional Knowledge and Competence. New York:

Falmer Press.

[ETF] Education and Training Foundation (2014) Professional Standards for

Teachers and Trainers in Education and Training – England 2014. Available at:

http://www.et-foundation.co.uk/wp-content/uploads/2014/05/4991-Prof-

standards-A4_4-2.pdf [Accessed 05.01.14]

Evans, K., Guile, D., Harris, J. and Allan, H. (2010) Putting Knowledge to Work,

Nurse Education Today, 30(3): 245–251.

Fenge, L. (2011) A second chance at learning but it’s not quite higher

education’: experience of a foundation degree, Journal of Further and Higher

Education, 35(3): 375-390.

Finn, D. (1987) Training Without Jobs: New Deals and Broken Promises. London:

Macmillan.

Fisher, R. and Simmons, R. (2012) Liberal conservatism, vocationalism and

further education in England, Globalisation, Societies and Education, 10(1): 31-51.

Foster, A. (2005) ‘Realising the Potential’: A Review of the Future of Further Education

Colleges. Nottingham: Department for Skills and Education.

Fuller, A. and L. Unwin. (2003) Learning as Apprentices in the Contemporary UK

http://www.et-foundation.co.uk/wp-content/uploads/2014/05/4991-Prof-standards-A4_4-2.pdf

http://www.et-foundation.co.uk/wp-content/uploads/2014/05/4991-Prof-standards-A4_4-2.pdf




21

Workplace: Creating and Managing Expansive and Restrictive Participation,

Journal of Education and Work, 16 (4): 407–426.

Fuller, A. and Unwin, L. (2009) Change and Continuity in Apprenticeship: The

Resilience of a Model of Learning, Journal of Education and Work, 22 (5): 405–

416.

Fuller, A. and Unwin, L. (2012) Banging on the Door of the University: The

Complexities of Progression from Apprenticeship and other Vocational Programmes

in England. Monograph No. 14. Cardiff: SKOPE.

Gamble, J. (2006) Theory and Practice in the Vocational Curriculum. In Knowledge,

Curriculum and Qualifications for South African Further Education, edited by

Young, M. and Gamble, J. Cape Town: HSRC Press. 87–103.

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. and Trow. M.

(1994) The New Production of Knowledge: The Dynamics of Science and Research in

Contemporary Societies. London: Sage.

Gleeson, D. and Keep, E. (2004) Voice without accountability: The changing

relationship between employers, the state and education in England, Oxford

Review of Education, 30(1), 37–63.

Graf, L. (2016) `The rise of work-based academic education in Austria, Germany

and Switzerland’, Journal of Vocational Education & Training, 68(1), 1-16.

Grugulis, I. (2000) `The management NVQ: a critique of the myth of relevance’,

Journal of Vocational Education and Training, 52(1), 79-99.

Guile, D. (2006) Learning across Contexts, Educational Philosophy and Theory, 38

(3): 251–268.

Guile, D. (2010) The Learning Challenge of the Knowledge Economy. Rotterdam:

Sense.




22

Guile, D. (2014) Professional Knowledge and Professional Practice as

Continuous Recontextualisation: a social practice perspective. In Young, M.

and Muller, J. (eds) (2014) Knowledge, Expertise and the Professions. London:

Routledge. 78-92

Guile, D. and Young, M. (2003) Transfer and Transition in Vocational Education:

some Theoretical Considerations. In Between School and Work: New Perspectives

on Transfer and Boundary-Crossing. Advances in Learning and Instruction Series,

by Tuomi-Gröhn, T. and Engeström, Y. (Eds). Bingley: Emerald. 63–85.

Herrera, H., Brown, D. and Portlock, J. (2015) `Foundation degree learning: an

educational journey of personal development’, Journal of Further and Higher

Education, 39(6), 839-861.

Hickox, M. and Moore, R. (1995) Liberal-humanist education: the vocationalist

challenge, Curriculum Studies, 3(1): 45-59.

Hodgson, A. and Spours, K. (2006) An analytical framework for policy

engagement:

The contested case of 14-19 reform in England, Journal of Education Policy, 21(6):

679-96.

Hordern, J. (2014) How is vocational knowledge recontextualised?, Journal of

Vocational Education & Training, 66(1): 22-38.

Hordern, J. (2015) An unfinished experiment: ambiguity and conflict in the

implementation of higher skills policy, Research Papers in Education, 30(2): 248-

265.

Hordern, J. (2015) Higher apprenticeships and the shaping of vocational

knowledge, Research in Post-Compulsory Education, 20(1): 17-34.

Hordern, J. (2016) `Regions and their relations: sustaining authoritative

professional knowledge’, Journal of Education and Work, 29(4), 427-449.




23

Husband, G and Jeffrey, M. (2016) Àdvanced and higher vocational education

in Scotland: recontextualising the provision of HE in FE’, Research in Post-

Compulsory Education, 21(1-2), 66-72.

Hyland, T. (1994) Competence, Education and NVQs: Dissenting Perspectives.

London: Cassell.

Hyland, T. (2001) Skills, Skills, Skills! – New Order or same old story?, Education,

217: 8-9.

Hyland, T. (2011) Mindfulness, Therapy and Vocational Values: Exploring the

Moral and Aesthetic Dimensions of Vocational Education And Training, Journal

of Vocational Education and Training, 63 (2): 129.

Hyland, T. and Johnson, S. (1998) Of Cabbages and Key Skills: Exploding the

Mythology of Core Transferable Skills in Post‐School Education, Journal of

Further and Higher Education, 22(2): 163–172.

Hyland, T. and Winch, C. (2007) A guide to vocational education and training.

London: Continuum.

Ingleby, E. and Gibby, C. (2016) `Law and ethics: problematizing the role of the

foundation degree and paralegal education in English post-compulsory

education, Research in Post-Compulsory Education, 21(1-2), 151-162.

Jessup, G. (1991). Outcomes: NVQs and the Emerging Model of Education and

Training. London: Falmer.

Keep, E. (2006) State control of the English VET System – Playing with the Biggest

Trainset in the World, Journal of Vocational Education & Training, 58 (1): 47–64.

Keep, E. (2009) The limits of the possible: Shaping the learning and skills landscape

through a shared policy narrative. SKOPE Research Paper No. 86, Cardiff

University, SKOPE, Cardiff.

Keep, E. (2012) Education and Industry – Taking Two Steps Back and Reflecting,

Journal of Education and Work, 25(4): 357-379.




24

Keep, E. (2015) Thinking about where to go and what next to do in the reform of

vocational qualifications, Journal of Education and Work, 28(2): 117-125.

Keep, E., and Mayhew, K. (2010) Moving Beyond Skills as a Social and Economic

Panacea?, Work, Employment and Society, 24(1): 565-577.

Kotzee, B. (2014) Expertise, fluency and social realism about professional

knowledge, Journal of Education and Work, 27(2): 161-178.

Lea, J. (2009) Political Correctness and Higher Education: British and American

perspectives. London: Routledge.

Leitch, S. (2006) Leitch Review of Skills: Prosperity for all in the Global Economy

World Class Skills (Final report). Norwich: HMSO.

Lester, S. (2014) Professional versus occupational models of work competence,

Research in Post-Compulsory Education, 19:3, 276-286.

Lucas, N. (2004) The ‘FENTO Fandango’: national standards, compulsory

teaching qualifications and the growing regulation of FE college teachers,

Journal of Further and Higher Education, 28(1): 35-51.

Marx, K. (19640 [1844]. The Economic and Philosophic Manuscripts. Moscow:

Progress Publishers.

Mazenod, A. (2016) Èducation or training? A comparative perspective on

apprenticeships in England’, Journal of Vocational Education & Training, 68(1),

102-117.

Moodie, G. (2008) From Vocational To Higher Education: An International

Perspective. Maidenhead: Open University Press.

Morgan, J. (2015) `Foundation degree to honours degree: the transition

experiences of students on an early years programme’, Journal of Further and

Higher Education, 39(1), 108-126.

Muller, J. (2009) Forms of Knowledge and Curriculum Coherence, Journal of




25

Education and Work, 22(3): 205–226.

Nerland, M. and Karseth, B. (2015) `The knowledge work of professional

associations: approaches to standardisation and forms of legitimisation,

Journal of Education and Work, 28(1), 1-23.

Payne, J. (2000) The Unbearable Lightness of Skill: The Changing Meaning of Skill

in UK Policy Discourses and Some Implications for Education and Training,

Journal of Education Policy, 15(3): 353–369.

Polanyi, M. (1967) The Tacit Dimension. New York: Anchor Books.

Powell, J.J.W. (2015) ‘A world of difference? Research on higher and vocational

education in Germany and England’, Journal of Vocational Education & Training,

67(3), 417-419.

Protsch, P. and Solga, H. (2016) `The social stratification of the German VET

system’, Journal of Education and Work, 29(6), 637-661.

Raffe, D. (2015) `First count to five: some principles for the reform of vocational

qualifications in England’, Journal of Education and Work, 28(2), 147-164.

Rand, J. (2015) Dimensions of knowing: a conceptual alternative to an unhelpful

polarity between knowledge and skill, Research in Post-Compulsory Education,

20(2):140-158.

Richard, D. (2012) The Richard Review of Apprenticeships. London: BIS.

Rutt, L., Gray, C., Turner, R., Swain, J., Hulme, S. and Pomeroy, R. (2013) A social

constructivist approach to introducing skills for employment to Foundation

Degree students, Research in Post-Compulsory Education, 18(3): 280-296.

Rossi, F. and Rosli, A. (2015) Ìndicators of university–industry knowledge

transfer performance and their implications for universities: evidence from the

United Kingdom’, Studies in Higher Education, 40(10), 1970-1991.

Ryle, G. (1949) The concept of Mind. Chicago, IL: University of Chicago Press.




26

Sennett, R. (2008) The Craftsman. London: Penguin Books.

Shay, S. (2013) Conceptualizing Curriculum Differentiation in Higher Education:

A Sociology of Knowledge Point of View, British Journal of Sociology of Education

34 (4): 563–582.

Simmons, J. (2014) The Nature of Knowledge in the Higher Vocational

Curriculum, in Lea, J. (ed) (2014) Supporting higher education in college settings.

London: SEDA.

Smeby, J. and Heggen, K. (2014) Coherence and the development of

professional knowledge and skills, Journal of Education and Work, 27(1): 71-91.

Smith, H. and Joslin, S. (2013) Progression of Apprentices to Higher Education. BIS

Research Paper Number 107. London: BIS.

Lucas, N. and Unwin, L. (2009) Developing teacher expertise at work: in-service

trainee teachers in colleges of further education in England. London: Institute of

Education.

Warhurst, C., Grugulis, I and Keep, E. (2004) The skills that matter. Basingstoke:

Palgrave Macmillan.

Wheelahan, L. (2010) Why Knowledge Matters in Curriculum: A Social Realist

Argument. London: Routledge.

Wheelahan, L. (2015) ‘The future of Australian vocational education

qualifications depends on a new social settlement’, Journal of Education and

Work, 28 (2), 126-146.

Wheelahan, L. (2015). ‘Not just skills: what a focus on knowledge means for

vocational education’, Journal of Curriculum Studies, 47(6), 750-762.

Wheelahan, L., Buchanan, J., and Yu, S. (2015) Linking qualifications and the

labour market through capabilities and vocational streams. Adelaide: National

Centre for Vocational Education Research (available at:

http://www.ncver.edu.au/publications/2782.html - accessed 08.08.16).

http://www.ncver.edu.au/publications/2782.html




27

Whitehead, N. [Chair] (2013) Review of Adult Vocational qualifications in England.

London: UKES.

Williams, J. (2005) Skill as Metaphor: An Analysis of Terminology Used in

"Success for All" and "21st Century Skills", Journal of Further and Higher

education, 29 (2): 181-190.

Willis, P. (1977) Learning to Labour: How Working Class Kids Get Working Class Jobs.

Aldershot: Saxon House.

Wilton, N. (2011) Do employability skills really matter in the UK graduate labour

market?: the case of business and management graduates, Work Employment

and Society, 25(1): 85-100.

Winch, C. (2010) Dimensions of Expertise: A Conceptual Exploration of Vocational

Knowledge. London: Continuum.

Winch, C. (2015) Towards a framework for professional curriculum design,

Journal of Education and Work, 28(2): 165-186.

Wolf, A. (2011). Review of Vocational Education – The Wolf Report. London:

Department for Education.

Xia, J., Caulfield, C. and Ferns, S. (2015) `Work-integrated learning: linking

research and teaching for a win-win situation’, Studies in Higher Education, 40(9),

1560-1572.

Young, M. (2008) Bringing Knowledge back in. London: Routledge.

Young, M. (2011) National vocational qualifications in the United Kingdom: Their

origins and legacy, Journal of Education and Work, 24(3–4): 259–282.

Young, M. and Muller, J. (eds) (2014) Knowledge, Expertise and the Professions.

London: Routledge.

Date post:	05-Aug-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

The Scholarship Project Bibliography V4_100816_1.pdf · Fumasoli, T. and Huisman, J. (2013)....

Documents