Workplace learning and higher education

Book chapter

Costley, C. 2010. Workplace learning and higher education. in: Evans, K., Malloch, M., Cairns, L. and O'Connor, B. (ed.) The SAGE Handbook of Workplace Learning London SAGE Publications. pp. 395-406
Chapter titleWorkplace learning and higher education
AuthorsCostley, C.
Research GroupWork and Learning Research Centre
Page range395-406
Book titleThe SAGE Handbook of Workplace Learning
EditorsEvans, K., Malloch, M., Cairns, L. and O'Connor, B.
PublisherSAGE Publications
Place of publicationLondon
ISBN
Hardcover9781847875891
Paperback9781446270523
Electronic9781446200940
Copyright Year2011
Publication dates
Print21 Sep 2010
Online31 Mar 2011
Publication process dates
Deposited26 May 2009
Output statusPublished
Web address (URL)https://sk.sagepub.com/reference/hdbk_workplacelearning/n29.xml
Digital Object Identifier (DOI)https://doi.org/10.4135/9781446200940.n29
Scopus EID2-s2.0-84949805063
Related Output
Is part ofhttps://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-workplace-learning/book233097
Is part ofhttps://doi.org/10.4135/9781446200940
Has metadatahttp://www.scopus.com/inward/record.url?eid=2-s2.0-84949805063&partnerID=MN8TOARS
LanguageEnglish
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The Lifelong Learning University in 20 years
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Work based learners’ engagement with the university: an exploratory study
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General credit: a recognition of lifewide learning
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Doing work based research: approaches to enquiry for insider research
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Conflicting values in reflection on professional practice
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The business value of structured workplace learning
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Work based learning pedagogies and academic development
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SRA final report: evaluation: work based learning scheme pilot: cohort 1: 2008-2010
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The community of workers' university: a pragmatic institution for the future?
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A literature review of employee learning research.
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Report on research leading to an options appraisal and feasibility study for the establishment of an all-Wales Workforce Development Centre.
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Work-based learning impact study
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Critical perspectives on researching the professional doctorate (Editorial)
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Doctoral learning that leads to organisational and individual change
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Developing work based learning at doctoral level
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Learning organization [special issue]
Costley, C. 2001. Learning organization [special issue]. MCB University Press. https://doi.org/0969-6474
Assessment and evaluation in higher education. Volume 32, 2007 - Issue 1: Work‐based learning: assessment and evaluation in higher education [special issue]
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Special Issue: The worker as researcher. Journal of workplace learning. Volume 19 Issue 3 [special issue]
Costley, C. 2007. Special Issue: The worker as researcher. Journal of workplace learning. Volume 19 Issue 3 [special issue]. MCB University Press Ltd..
The European journal of education [special issue].
Costley, C. 2008. The European journal of education [special issue]. Carfax. https://doi.org/0141-8211
Practice-based research methodologies for practitioner-researchers
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Bridging rhetoric and reality: accreditation of prior experiential learning (APEL) in the UK.
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Models of work based learning in the undergraduate curriculum.
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Context and intertextuality in work based learning.
Costley, C. 2001. Context and intertextuality in work based learning. in: 2nd International conference on researching work and learning: conference proceedings, University of Calgary, 26-28 July 2001. Calgary University of Calgary. Faculty of Continuing Education..
Knowledge work and learning.
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Work based learning opportunities for lifelong earning (21-22 November; Intercollege, Cyprus): conference proceedings.
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Research approaches selected by practitioner researchers on a professional doctorate
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A way forward: developing APEL in the UK through a productivity model for learning, recognition and development (LRD).
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Work based projects: the worker as researcher.
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Tensions and struggles concerning work based learning.
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Approaches to and uses of work-based research knowledge.
Costley, C. 2007. Approaches to and uses of work-based research knowledge. Work based learning: a multi-dimensional approach to knowledge.. Middlesex University 05 - 06 Jul 2007 pp. 28-33
Ethical considerations for practitioner-researchers.
Costley, C. 2007. Ethical considerations for practitioner-researchers. in: Researching work and learning: 5th international conference on researching work and learning (RWL5): conference proceedings, Cape Town, South Africa, 2-5 December 2007. Bellville, South Africa University of the Western Cape. pp. 97-111
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Work based learning: models and implementations.
Costley, C. 2002. Work based learning: models and implementations. New capability. 5 (1), pp. 1-3.
Research driven projects.
Armsby, P. and Costley, C. 2000. Research driven projects. in: Portwood, D. and Costley, C. (ed.) Work based learning and the university: new perspectives and practices Birmingham SEDA.
Overview: where to next?
Portwood, D. and Costley, C. 2000. Overview: where to next? in: Portwood, D. and Costley, C. (ed.) Work based learning and the university: new perspectives and practices. Birmingham, UK SEDA.
The boundaries and frontiers of work based knowledge
Costley, C. 2000. The boundaries and frontiers of work based knowledge. in: Portwood, D. and Costley, C. (ed.) Work based learning and the university: new perspectives and practices Birmingham SEDA.
Citation and related argumentation strategies in reflective essays by work based learners
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Building doctorates around individual candidates professional experience.
Costley, C. and Stephenson, J. 2008. Building doctorates around individual candidates professional experience. in: Boud, D. and Lee, A. (ed.) Changing Practices of Doctoral Education London and New York Routledge. pp. 171-187
Critiquing work-based learning in higher education: a review
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Work based learning and the university: new perspectives and practices
Portwood, D. and Costley, C. 2000. Work based learning and the university: new perspectives and practices. Birmingham SEDA.
Work-based research: approaches to enquiry for insider-researchers.
Costley, C., Elliott, G. and Gibbs, P. 2010. Work-based research: approaches to enquiry for insider-researchers. London Sage.
Editorial
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From project supervision to advising: new conceptions of the practice
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The impact of a professional doctorate centred on the candidate's work
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Developing the ethics of worker-researchers through phronesis
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Work-based learning assessed as a field or a mode of study
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Methodologies for undergraduates doing practitioner investigations at work
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Research influences on a professional doctorate
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The legitimisation of knowledge: a work based learning perspective of APEL
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An ethics of community and care for practitioner researchers
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Researching others: care as an ethic for practitioner researchers
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Work‐based learning: assessment and evaluation in higher education
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Organizational and employee interests in programs of work based learning
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