Currently browsing: Lifelong Learning in Further and Higher Education

Number of items at this level: 91.
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BookTo Top

Rainford, Jon and Guccione, Kay (2024). Thriving in Part-Time Doctoral Study: Integrating Work, Life and Research. Insider Guides to Success in Academia. Abingdon: Routledge.

Edited BookTo Top

McCaig, Colin; Rainford, Jon and Squire, Ruth eds. (2022). The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited.

Galaz-Fontes, Jesús F.; Arimoto, Akira; Teichler, Ulrich and Brennan, John eds. (2016). Biographies and Careers throughout Academic Life. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, 16. Cham, Switzerland: Springer.

Book SectionTo Top

Álvarez, Inma; Dennis, Carol Azumah and Waterhouse, Philippa (2021). Researching from home. Doctoral research in a pandemic. In: Ubachs, G. ed. The Envisioning Report for Empowering Universities, Volume 5. Maastricht, NL: EADTU, pp. 10–12.

Brennan, John (2022). Balancing autonomy and market forces with regulation in England. In: Martin, Michaela and Furiv, Uliana eds. SDG-4: Flexible learning pathways in higher education – from policy to practice: an international comparative analysis. Flexible learning pathways in higher education. Paris: UNESCO International Institute for Educational Planning, pp. 247–269.

Brennan, J. (2018). The social dimension of higher education: reproductive and transformative. In: Cantwell, B.; Coates, H. and King, R. eds. Handbook on the politics of Higher Education. Edward Elgar, pp. 79–88.

Brennan, John (2020). Employer Skills Needs. In: David, Miriam E. and Amey, Marilyn J. eds. The SAGE Encyclopedia of Higher Education, Volume 4. London: SAGE Publications Ltd, pp. 439–443.

Brennan, John (2020). Town–Gown Relations. In: David, Miriam E. and Amey, Marilyn J. eds. The SAGE Encyclopedia of Higher Education, Volume 4. London: SAGE Publications Ltd, pp. 1560–1562.

Brennan, John (2020). Institutional Analysis. In: David, Miriam E. and Amey, Marilyn J. eds. The SAGE Encyclopedia of Higher Education, Volume 4. London: SAGE Publications Ltd, pp. 811–813.

Brennan, John (2015). Making a difference: The roles of markets and the roles of quality assurance regimes. In: John, Peter and Fanghanel, Joëlle eds. Dimensions of Marketisation in Higher Education. Abingdon: Routledge, pp. 132–140.

Brennan, John (2018). Linking employability and internal quality assurance: how to make a difference for graduates. In: Martin, Michaela ed. Quality and employability in higher education: viewing internal quality assurance as a lever for change. New Trends in Higher Education. Paris: UNESCO International Institute for Educational Planning, pp. 43–58.

Brennan, John (2017). Higher Education in its social context. In: Reddy, V. Dashavantha; Rao, K. Venkateswara and Krishna, K. Rama eds. Insights on Global Challenges and Opportunities for the Century Ahead. Insights on. Hyderabad: BS Publications, pp. 37–38.

Brennan, John (2016). Higher Education Differentiation and the Myth of Meritocracy: The Case of the UK. In: Zgaga, Pavel; Teichler, Ulrich and Brennan, John eds. The Globalisation Challenge for European Higher Education: Congergence and Diversity, Centres and Peripheries, Volume 4. Frankfurt am Main: Peter Lang, pp. 185–200.

Brennan, John and Henkel, Mary (2020). Higher Education Systems and Institutions, United Kingdom. In: Teixeira, Pedro Nuno and Shin, Jung Cheol eds. The International Encyclopedia of Higher Education Systems and Institutions. Dordrecht: Springer, pp. 1588–1596.

Brennan, John and Henkel, Mary (2020). Higher Education Research, UK. In: Teixeira, Pedro Nuno and Shin, Jung Cheol eds. The International Encyclopedia of Higher Education Systems and Institutions. Dordrecht: Springer, pp. 765–772.

Brennan, John; Naidoo, Rajani and Franco, Monica (2017). From Academic Profession to Higher Education Workforce: Academic Careers in the UK. In: Machado-Taylor, Maria de Lourdes; Meira Soares, Virgílio and Teichler, Ulrich eds. Challenges and Options: The Academic Profession in Europe. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, 18. Cham, Switzerland: Springer, pp. 231–252.

Dennis, Carol Azumah (2023). A manifesto for Further Education: cultivating the ethical imagination. In: Solvason, Carla and Elliot, Geoffrey eds. Ethics in Education: Contemporary perspectives on research, pedagogy and leadership. Ethics Press.

Dennis, Carol Azumah (2018). Decolonising Education: A Pedagogic Intervention. In: Bhambra, Gurminder K.; Nişancioğlu, Kerem and Gebrial, Dalia eds. Decolonising the University. Pluto Press, pp. 190–207.

Dennis, Carol Azumah (2017). A letter from Niccolò: Machiavellian indulgences and strategic myths. In: Daley, Maire; Orr, Kevin and Petrie, Joel eds. The Principal: Power and professionalism in FE. Trentham Books.

Dennis, Carol Azumah; Ballans, Jane; Bowie, Marie; Humphries, Sally and Stones, Sandra (2016). Post Compulsory Teacher Educators: the 'even more' quality. In: Crawley, Jim ed. Post Compulsory Teacher Educators: Connecting Professionals. Critical guides for teacher educators. St Albans: Critical Publishing.

Galaz-Fontes, Jesús F.; Arimoto, Akira; Teichler, Ulrich and Brennan, John (2016). Demographics, Career and Academic Self-Understanding: A Comparative View. In: Galaz-Fontes, Jesús F.; Arimoto, Akira; Teichler, Ulrich and Brennan, John eds. Biographies and Careers throughout Academic Life. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, 16. Cham, Switzerland: Springer.

Gallacher, Jim and Reeve, Fiona (2018). New Frontiers for college education: the challenges. In: Gallacher, Jim and Reeve, Fiona eds. New Frontiers for College Education: International Perspectives. Abingdon, UK: Routledge, pp. 3–18.

Gallacher, Jim and Reeve, Fiona (2018). Challenges for college education: Reflections and some conclusions. In: Gallacher, Jim and Reeve, Fiona eds. New Frontiers for College Education: International Perspectives. Abingdon, UK: Routledge, pp. 223–230.

Harrison, Roger; Clarke, J; Edwards, R and Reeve, Fiona (2003). Power and resistance in further education: the discursive work of negotiating identities. In: Kydd, Lesley; Anderson, Lesley and Newton, Wendy eds. Leading people and teams in education. London: Sage Publications.

McCaig, Colin and Rainford, Jon (2022). Increasing and Widening Participation in the Market: System Differentiation at the Institutional/Sectoral Level. In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 57–78.

McCaig, Colin; Rainford, Jon and Squire, Ruth (2022). Introduction: The case for a ‘business of widening participation'. In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 1–18.

McCaig, Colin; Rainford, Jon and Squire, Ruth (2022). Conclusion: Evolving Markets; Where Next for the Business of WP? In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 187–206.

Page, Sarah; Ferguson, Gillian; Shanley, Kirsty and Horton Ifekoya, Ayana (2024). Learning in non-assessed, virtual and alternate environments. In: Wareing, Mark Philip ed. Practice Supervision and Assessment in Nursing, Health and Social Care. Abingdon: Routledge, pp. 194–203.

Rainford, Jon (2023). Enabling part time doctoral researchers to develop effective support villages. In: Elliot, Dely L.; Bengtsen, Søren S.E. and Guccione, Kay eds. Developing Researcher Independence Through the Hidden Curriculum. Basingstoke, UK: Springer Nature Switzerland AG., pp. 169–177.

Rainford, Jon (2024). A Democratic View of Professional Development in HE. In: Hopkins, Neil and Thompson, Carol eds. Reflections on Identity: Narratives from Educators. Cham, Switzerland: Springer Cham, pp. 69–82.

Rainford, Jon (2022). Operationalisation of Widening Participation in Practice. In: McCaig, Colin; Rainford, Jon and Squire, Ruth eds. The Business of Widening Participation: Policy, Practice and Culture. Bingley: Emerald Publishing Limited, pp. 79–100.

Rainford, Jon and Baptista, Vanessa (2022). Using Theory-Based Approaches to Embed Evaluation within a Small Specialist Performing Arts Institution. In: Dent, Samuel; Mountford-Zimdars, Anna and Burke, Ciaran eds. Theory of Change (Great Debates in Higher Education). Bingley: Emerald Publishing Limited, pp. 81–99.

Reeve, Fiona and Gallacher, Jim (2022). Higher Vocational Qualifications: Differing Approaches Within the United Kingdom to Meeting Skills Needs for the Twenty-First Century. In: Knight, Elizabeth; Bathmaker, Ann-Marie; Moodie, Gavin; Orr, Kevin; Webb, Susan and Wheelahan, Leesa eds. Equity and Access to High Skills through Higher Vocational Education. Palgrave Studies in Adult Education and Lifelong Learning (PSAELL). Palgrave Macmillan, Cham, pp. 145–167.

Reeve, Fiona (2020). Inequalities in access to further and higher education. In: Cooper, Victoria and Holford, Naomi eds. Exploring Childhood and Youth. Abingdon, UK: Routledge, pp. 123–136.

Reeve, Fiona and Gallacher, Jim (2018). Is there a higher level skills gap that colleges can fill? In: Gallacher, Jim and Reeve, Fiona eds. New Frontiers for College Education: International Perspectives. Abingdon, UK: Routledge, pp. 120–136.

Sousa, Sofia Branco and Brennan, John L. (2014). The UK Research Excellence Framework and the Transformation of Research Production. In: Musselin, Christine and Teixera, Pedro N. eds. Reforming Higher Education. Higher Education Dynamics, 41. Dordrecht: Springer, pp. 65–80.

Välimaa, Jussi; Hoffman, David M.; Brennan, John; Rhoades, Gary and Teichler, Ulrich (2016). Main Findings and Discussion. In: Hoffman, David M. and Välimaa, Jussi eds. Re-Becoming Universities? Higher Education Institutions in Networked Knowledge Societies. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, 15. Dordrecht: Springer, pp. 339–361.

Waterhouse, Philippa; Dennis, Carol Azumah and Álvarez, Inma (2022). Exploring perceptions of social presence among researching professionals. In: Golam, Jamil and Morley, Dawn eds. Agile Learning Environments amid Disruption: Evaluating Academic Innovations in Higher Education during COVID-19. Cham: Palgrave Macmillan, pp. 155–171.

Journal ItemTo Top

Blower, Alex and Rainford, Jon (2023). Internalizing the Present in the Articulation of the Future: Masculinity, Inequality and trying on new Possible Selves. Boyhood Studies. An Interdisciplinary Journal, 16(2) pp. 109–132.

Clarke, J.; Harrison, R.; Reeve, F. and Edwards, R. (2002). Assembling spaces: the question of ‘place’ in further education. Discourse, 23(3) pp. 285–297.

Clarke, Julia; Harrison, Roger; Reeve, Fiona and Edwards, Richard (2002). Why don’t you give the money back? Questions of accounting and accountability in three accounts of educational research. International Journal of Qualitative Studies in Education, 15(5) pp. 555–568.

Comfort, Catherine (2024). Evidence-based Good Practice for Youth Mentoring Programmes. International Journal of Evidence Based Coaching and Mentoring(18) pp. 195–207.

Dennis, Carol Azumah (2015). Locating post-16 professionalism: public spaces as dissenting spaces. Research in Post-Compulsory Education, 20(1) pp. 64–77.

Dennis, Carol Azumah; Springbett, Octavia and Walker, Lizzie (2019). Further Education, Leadership and Ethical action: thinking with Hannah Arendt. Educational Management Administration & Leadership, 47(2) pp. 189–205.

Dennis, Carol Azumah; Springbett, Octavia and Walker, Lizzie (2020). Further education college leaders: securing the sector’s future. Futures, 115, article no. 102478.

Edwards, Richard; Clarke, Julia; Harrison, Roger and Reeve, Fiona (2001). Flexibility at work: a study of further education. Journal of Vocational Education and Training, 53(3) pp. 373–390.

Edwards, Richard; Clarke, Julia; Harrison, Roger and Reeve, Fiona (2002). Is there madness in the method? Representations of Research in Lifelong Learning. Adult Education Quarterly, 52(2) pp. 128–139.

Harrison, Roger; Clarke, Julia; Reeve, Fiona and Edwards, Richard (2003). Doing Identity Work: fuzzy boundaries and flexibility in further education. Research in Post-Compulsory Education, 8(1) pp. 93–106.

Reeve, Fiona and Gallacher, Jim (2005). Employer – university ‘partnerships’: a key problem for work-based learning programmes? Journal of Education and Work, 18(2) pp. 219–233.

Conference or Workshop ItemTo Top

Bhandari, Renu and Rainford, Jon (2023). Bridging the awarding gap in the transitions of neurodivergent students moving from Access to Level 1 study. In: Equality, Diversity, Inclusion & Accessibility (EDIA) AL Professional Development (Online) Event – 17 May 2023, 17 May 2023, The Open University [Online].

Bhandari, Renu and Rainford, Jon (2023). Exploring the Transitions of Neurodivergent Access Students to Level One Study: Narratives of Study Skills and Support. In: Research Centre for Transformative Change: Educational & Life Transitions (TCELT) Research Seminar, 5 Jul 2023, University of Dundee.

Bhandari, Renu and Rainford, Jon (2023). “Fearless” exploration of creative methodology in research. In: “Fearless” exploration of creative methodology in research, 23 Oct 2023, Online.

Bhandari, Renu and Rainford, Jon (2023). Listening to Neurodivergent student voice: Supporting transitions to level 1 study. In: ISSOTL23 (International Society for the Scholarship of Teaching and Learning Context matters): Research on Teaching & Learning: Integrating Practices, 8-11 Nov 2023, Utrecht University, Netherlands.

Edmond, Nadia; Little, Brenda and Reeve, Fiona (2011). Work-based higher education and skill utilisation. In: Critical Perspectives on Professional Learning, 13 Jun 2011, University of Leeds.

Edmond, Nadia and Reeve, Fiona (2011). Work-based higher education and skill utilisation, examining the interaction between the academy and the workplace. In: 7th International Conference on Researching Work and Learning (RWL 7), 4-7 Dec 2011, Shanghai, China.

Edmonds, Nadia; Fuller, Alison; Hillier, Yvonne; Ingram, Robert; Little, Brenda; Reeve, Fiona and Webb, Sue (2009). Really useful qualifications and learning? Exploring the policy effects of new sub-bachelors degree qualifications. In: 39th Annual Conference of the Standing Conference on university teaching and research in the education of adults (SCUTREA), 7-9 Jul 2009, Cambridge, UK.

Reeve, Fiona; Gallacher, Jim and Ingram, Robert (2009). Drawing on 'work-related learning': a comparative study of higher nationals in Scotland and foundation degrees in England. In: Centre for Research in Lifelong Learning 5th International Conference, 24-26 Jun 2009, University of Stirling.

OtherTo Top

Bower, Virginia; Taylor, Julie; Hampson-Stemp, Hayley; Fullard, Michael; Peterson, Andrew and Carden (ed.), Catherine (2023). Character and ITE: A Practical Guide. In Carden, Catherine ed. Character and ITE: A Practical Guide Jubilee Centre for Character and Virtues. University of Birmingham, Birmingham.

Brennan, John (2023). Flexible Learning Pathways: how to provide them? Higher Education Policy Institute.

Brennan, John; Chanfreau, Jenny; Finnegan, Jerome; Griggs, Julia; Kiss, Zsolt and Park, Alison (2015). The effect of Higher Education on graduates’ attitudes: Secondary Analysis of the British Social Attitudes Survey. BIS Research Paper No. 200; Department for Business Innovation and Skills.

Directorate-General for Research and Innovation (2014). The role of Universities and Research Organisations as drivers for Smart Specialisation at regional level. Publications Office of the European Union, Luxembourg.

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