Doing work based research: approaches to enquiry for insider research

Book

Costley, C., Elliott, G. and Gibbs, P. 2010. Doing work based research: approaches to enquiry for insider research. London Sage.
TitleDoing work based research: approaches to enquiry for insider research
AuthorsCostley, C., Elliott, G. and Gibbs, P.
Abstract

With the growth of work based learning and practitioner research this book leads the way by addressing key issues faced by 'insider-researchers' - learners, practitioners and managers doing research projects in the organizations and communities in which they themselves work, or where they are already familiar with the setting.
The authors explore the implications of these research contexts, and discuss approaches and methodologies that work based researchers might adopt, with a particular focus on ethics - one of the key concerns for those undertaking a research project of this type.
This book is an authoritative and readable guide to the theory and practice of work based research. It is for anyone undertaking a research project based on work practice, including learners on postgraduate, undergraduate and doctoral programmes. Practitioners, managers and participants in work based courses or modules in education, healthcare and business management, will find it particularly useful.

Research GroupCentre for Education Research and Scholarship (CERS)
Work and Learning Research Centre
ISBN
Hardcover9781848606777
PublisherSage
Place of publicationLondon
Publication dates
Print2010
Publication process dates
Deposited05 Jun 2013
Output statusPublished
Web address (URL)http://www.uk.sagepub.com/books/Book233815
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/84093

Log in to edit
  • 108
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

The roles of reflection in professional practice doctorates
Cranfield, S., Boud, D. and Costley, C. 2025. The roles of reflection in professional practice doctorates. in: Hallett, F. (ed.) Debates in Doctoral Education: Challenges and Opportunities London, UK Routledge.
Is student wellbeing better served by an ethic of care or a duty of care? A perspective on the current debate in English higher educational establishments
Gibbs, P. and Dalingwater, L. 2024. Is student wellbeing better served by an ethic of care or a duty of care? A perspective on the current debate in English higher educational establishments. The International Journal of Health, Wellness and Society. 14 (3), pp. 31-43. https://doi.org/10.18848/2156-8960/CGP/v14i03/31-43
Improving the administrative environment to boost international student enrollment in Georgia
Gibbs, P. 2024. Improving the administrative environment to boost international student enrollment in Georgia. Tbilisi, Georgia Investors Council of Georgia.
How do scholars and academics differ?
Gibbs, P. 2024. How do scholars and academics differ? in: Gibbs, P., de Rijke, V. and Peterson, A. (ed.) The contemporary scholar in higher education: forms, ethos and world view Cham Palgrave Macmillan. pp. 5-19
Re-thinking housing inspection and regulation: using 360 technology as a new approach in environmental health practice training
Lawson, A., Stewart, J., Turner, E., Passmore, P, and Costley, C. 2024. Re-thinking housing inspection and regulation: using 360 technology as a new approach in environmental health practice training. Compass: Journal of Learning and Teaching. 17 (1), pp. 111-127. https://doi.org/10.21100/compass.v17i1.1503
Interprofessional and intraprofessional teamwork and handovers in healthcare: challenges and recommendations from work-based learning
Lazzari, C., Costley, C. and Nikolou-Walker, E. 2024. Interprofessional and intraprofessional teamwork and handovers in healthcare: challenges and recommendations from work-based learning. Farringdon, Oxfordshire Libri Publishing.
Quality assurance of higher education in the South Caucasus
Gibbs, P., Tavadze, G. and Grdzelidze, I. 2023. Quality assurance of higher education in the South Caucasus. Quality in Higher Education. 29 (1), pp. 1-5. https://doi.org/10.1080/13538322.2022.2100598
Conceptualizing a transdisciplinary nexus for addressing complex problems
Gibbs, P. and McGregor, S. 2023. Conceptualizing a transdisciplinary nexus for addressing complex problems. Futures. 154. https://doi.org/10.1016/j.futures.2023.103261
The pivotal role of student assessment in work-integrated learning
Boud, D., Costley, C., Cranfield, S., Desai, J., Nikolou-Walker, E., Nottingham, P. and Wilson, D. 2023. The pivotal role of student assessment in work-integrated learning. Higher Education Research & Development. 42 (6), pp. 1323-1337. https://doi.org/10.1080/07294360.2022.2152981
Transdisciplinarity as subversion: in space and place
Gibbs, P. 2023. Transdisciplinarity as subversion: in space and place. Quality in Higher Education. 29 (3), pp. 374-389. https://doi.org/10.1080/13538322.2022.2156027
A study into Georgian universities' approach to the national standards of quality for teaching and learning
Gibbs, P., Sharvashidze, G., Grdzelidze, I., Cherkezishvili, D., Sanikdz, T., lazarashvili, G. and Tavadze, G. 2023. A study into Georgian universities' approach to the national standards of quality for teaching and learning. Journal of Further and Higher Education. 47 (1), pp. 59-71. https://doi.org/10.1080/0309877X.2022.2091922
A transdisciplinary currere
Gibbs, P. 2022. A transdisciplinary currere. Journal of Educational Studies. 21 (2), pp. 6-17.
Introduction to special edition: access and inclusion in work and learning
Costley, C., Nottingham, P. and Nikolou-Walker, E. 2021. Introduction to special edition: access and inclusion in work and learning. Work Based Learning e-Journal International. 10 (2), pp. 1-3.
Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation
Gibbs, P. 2022. Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation. in: Bengtsen, S. and Gildersleeve, R. (ed.) Transformation of the University: Hopeful Futures for Higher Education Routledge. pp. 44-58
Equality, diversity and inclusion for work and learning in higher education
Costley, C., Nottingham, P. and Nikolou-Walker, E. 2021. Equality, diversity and inclusion for work and learning in higher education. Work Based Learning e-Journal International. 10 (2), pp. 42-52.
The introduction of work-based learning to higher education in the UK
Costley, C. 2022. The introduction of work-based learning to higher education in the UK. Work Based Learning e-Journal International. 11 (1), pp. 56 -63.
Student Relational Bonding - the key to focusing on needs of the individual - a UK study
Gibbs, P., Dean, A. and Mclean, J. 2022. Student Relational Bonding - the key to focusing on needs of the individual - a UK study. Journal of Further and Higher Education. https://doi.org/10.1080/08841241.2022.2089943
The struggling towards a transdisciplinary metaphysics
Gibbs, P. 2022. The struggling towards a transdisciplinary metaphysics. Postdigital Science and Education. 4 (3), pp. 649-657. https://doi.org/10.1007/s42438-021-00278-w
Can academics be trusted to be truth-tellers more than the rest of society?
Gibbs, P. 2021. Can academics be trusted to be truth-tellers more than the rest of society? in: Bengtsen, S., Robinson, S. and Shumar, W. (ed.) The University Becoming: Perspectives from Philosophy and Social Theory Cham Switzerland Springer International.
The role of practice in doctoral degrees. Research in Post-Compulsory Education, 26:3, 257-273, ISSN 1359-6748
Armsby, P., Costley, C. and Weller, G. 2021. The role of practice in doctoral degrees. Research in Post-Compulsory Education, 26:3, 257-273, ISSN 1359-6748. Taylor & Francis (Routledge).
Review Symposium: Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018). Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov. Routledge.
Gibbs, P., Rozas Gómez, C. and Mikulan, P. 2021. Review Symposium: Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018). Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov. Routledge. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1923005
Modern challenges: the socio-political issues of introducing professional and practice in doctoral education in the emerging economy of Georgia
Cherkezishvili, D., Sanikidze, T. and Gibbs, P. 2020. Modern challenges: the socio-political issues of introducing professional and practice in doctoral education in the emerging economy of Georgia. Quality in Higher Education. 26 (1), pp. 98-113. https://doi.org/10.1080/13538322.2020.1728834
Islam on campus: contested identities and the cultures of higher education in Britain [Book review]
Gibbs, P. 2021. Islam on campus: contested identities and the cultures of higher education in Britain [Book review]. Higher Education. https://doi.org/10.1007/s10734-021-00688-6
Definitions of different forms of Work and Learning in Higher Education
Costley, C. 2021. Definitions of different forms of Work and Learning in Higher Education. Work Based Learning e-Journal International. 10 (2), pp. 53-67.
Scholasticism with a transdisciplinary attitude
Gibbs, P. 2021. Scholasticism with a transdisciplinary attitude. Transdisciplinary Journal of Engineering and Science. 12, pp. 137-146. https://doi.org/10.22545/2021/00161
The contribution to climate change research of the Professional Doctorate and PhD: more of the same but of a different flavour?
Gibbs, P. 2021. The contribution to climate change research of the Professional Doctorate and PhD: more of the same but of a different flavour? in: Barnacle, R. and Cuthbert, D. (ed.) The PhD at the End of the World: Provocations for the Doctorate and a Future Contested Cham, Switzerland Springer.
A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not
Gibbs, P. 2021. A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not. Philosophy and Theory in Higher Education. 3 (2), pp. 43-58. https://doi.org/10.3726/ptihe022021.0003
What might the Pandemic have done to and for higher education?
Gibbs, P. 2020. What might the Pandemic have done to and for higher education? Softic, K., Teixeira, A. and Szucs, A. (ed.) EDEN 2020 Online Research Workshop. Virtual hosted by Universidade Aberta, Portugal 21 - 23 Oct 2020 European Distance and E-Learning Network (EDEN). pp. 417-421 https://doi.org/10.38069/edenconf-2020-rw-0046
Contemporary thinking on transdisciplinary knowledge: what those who know, know
Gibbs, P. and Beavis, A. 2020. Contemporary thinking on transdisciplinary knowledge: what those who know, know. Cham, Switzerland Springer.
Being in the hidden third: Insights into transdisciplinary ontology
McGregor, S. and Gibbs, P. 2020. Being in the hidden third: Insights into transdisciplinary ontology. Transdisciplinary Journal of Engineering and Science. 11, pp. 142-157. https://doi.org/10.22545/2020/00139
Impacts of a professional practice doctorate: a collaborative enquiry
Boud, D., Costley, C., Marshall, S. and Sutton, B. 2021. Impacts of a professional practice doctorate: a collaborative enquiry. Higher Education Research & Development. 40 (3), pp. 431-445. https://doi.org/10.1080/07294360.2020.1765744
The development and impact of professional doctorates
Costley, C. and Boud, D. 2021. The development and impact of professional doctorates. in: Malloch, M., Cairns, L., Evans, K. and O'Connor, B. (ed.) The SAGE handbook of learning and work London Sage. pp. 223-238
The paths and the ways: an insight into transdisciplinarity
Gibbs, P. 2020. The paths and the ways: an insight into transdisciplinarity. EDUCAÇÃO E FILOSOFIA. 33 (69), pp. 1295-1322. https://doi.org/10.14393/REVEDFIL.v33n69a2019-56406
Ethics
Fulton, J. and Costley, C. 2019. Ethics. in: Costley, C. and Fulton, J. (ed.) Methodologies for Practice Research; Approaches for Professional Doctorates London Sage. pp. 77-92
Research approaches in professional doctorates: notes on an epistemology of practice
Costley, C. 2019. Research approaches in professional doctorates: notes on an epistemology of practice. in: Costley, C. and Fulton, J. (ed.) Methodologies for Practice Research; Approaches for Professional Doctorates London Sage. pp. 17-32
Martin Heidegger (1889–1976): Higher Education as Thinking
Gibbs, P. 2020. Martin Heidegger (1889–1976): Higher Education as Thinking. in: Barnett, R. and Fulford, A. (ed.) Philosophers on the University: Reconsidering Higher Education Cham, Switzerland Springer.
Editorial
Armsby, P. and Costley, C. 2019. Editorial. Studies in Continuing Education. 41 (2), pp. 135-141. https://doi.org/10.1080/0158037X.2019.1605086
Why academics should have a duty of truth telling in an epoch of post-truth?
Gibbs, P. 2019. Why academics should have a duty of truth telling in an epoch of post-truth? Higher Education. 78 (3), pp. 501-510. https://doi.org/10.1007/s10734-018-0354-y
The three goods of higher education; as education, in its educative and in its institutional practices
Gibbs, P. 2019. The three goods of higher education; as education, in its educative and in its institutional practices. Oxford Review of Education. 45 (3), pp. 405-416. https://doi.org/10.1080/03054985.2018.1552127
A transcending a single reality
Gibbs, P. 2018. A transcending a single reality. Educational Philosophy and Theory. 50 (50), pp. 1391-1392. https://doi.org/10.1080/00131857.2018.1474628
An investigation into the dialectic of Academic Teaching Identity: Some preliminary findings [Presentation]
Ryder, A., Lazar, G., Gibbs, P. and Davis, C. 2016. An investigation into the dialectic of Academic Teaching Identity: Some preliminary findings [Presentation]. London, United Kingdom Society for Research into Higher Education.
Transdisciplinary qualities in practice doctorates
Costley, C. and Pizzolato, N. 2018. Transdisciplinary qualities in practice doctorates. Studies in Continuing Education. 40 (1), pp. 30-45. https://doi.org/10.1080/0158037X.2017.1394287
Revisiting search and review for work-based projects
Costley, C. and Nottingham, P. 2018. Revisiting search and review for work-based projects. Innovations in Education and Teaching International. 55 (5), pp. 511-520. https://doi.org/10.1080/14703297.2017.1417885
Trust in the university
Gibbs, P. 2018. Trust in the university. in: Barnett, R. and Peters, M. (ed.) The Idea of the University: Contemporary Perspectives, Volume 2 Peter Lang.
The marketingization of higher education
Gibbs, P. 2018. The marketingization of higher education. in: Peters, M. (ed.) Encyclopedia of Educational Philosophy and Theory Singapore Springer.
To be or not to be professional: the case for higher education teaching as an occupation
Gibbs, P. 2018. To be or not to be professional: the case for higher education teaching as an occupation. in: Peters, M. (ed.) Encyclopedia of Educational Philosophy and Theory Singapore Springer.
A review of the basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education
Talbot, J., Costley, C., Dremina, M. and Kopnov, V. 2017. A review of the basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education. The Education and Science Journal. 19 (6), pp. 91-118. https://doi.org/10.17853/1994-5639-2017-6-91-118
Why universities should seek happiness and contentment
Gibbs, P. 2017. Why universities should seek happiness and contentment. London Bloomsbury Academic.
The design of doctorate curricula for practising professionals
Armsby, P., Costley, C. and Cranfield, S. 2018. The design of doctorate curricula for practising professionals. Studies in Higher Education. 43 (12), pp. 2226-2237. https://doi.org/10.1080/03075079.2017.1318365
A review of the practice of work-based learning (WBL) at higher education level in the UK
Talbot, J., Costley, C., Dremina, M. and Kopnov, V. 2017. A review of the practice of work-based learning (WBL) at higher education level in the UK. The Education and Science Journal. 19 (1), pp. 119-141. https://doi.org/10.17853/1994-5639-2017-1-119-141
Literature review on the use of action research in higher education
Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., Zoubir, T., Brown, V., Barter, P., Sumner, P., MacDonald, A., Dayananda, A. and Pitt, A. 2017. Literature review on the use of action research in higher education. Educational Action Research. 25 (1), pp. 3-22. https://doi.org/10.1080/09650792.2015.1124046
Should contentment be a key aim in higher education?
Gibbs, P. 2017. Should contentment be a key aim in higher education? Educational Philosophy and Theory. 49 (3), pp. 242-252. https://doi.org/10.1080/00131857.2016.1214898
Higher education marketing – does inducing anxiety facilitate critical thinking or more consumerism?
Gibbs, P. 2018. Higher education marketing – does inducing anxiety facilitate critical thinking or more consumerism? Journal of Marketing for Higher Education. 28 (1), pp. 1-11. https://doi.org/10.1080/08841241.2017.1311979
The professional and personal values and their revelation through professional doctorates
Gibbs, P. and Maguire, K. 2016. The professional and personal values and their revelation through professional doctorates. Higher Education, Skills and Work-based Learning. 6 (3), pp. 237-248. https://doi.org/10.1108/HESWBL-02-2016-0010
The Lifelong Learning University in 20 years
Costley, C. 2016. The Lifelong Learning University in 20 years. in: Cendon, E., Moerth, A. and Pellert, A. (ed.) Theorie und Praxis verzahnen Lebenstlanges Lernen an Hochschulen Munster and new York Waxmann. pp. 253-254
Thinking transdisciplinarily on a country path: rooting enquiry and pedagogy by learning from Heidegger and the Zhongyong (中庸)
Gibbs, P. 2016. Thinking transdisciplinarily on a country path: rooting enquiry and pedagogy by learning from Heidegger and the Zhongyong (中庸). Transdisciplinary Journal of Engineering and Science. 7, pp. 33-42. https://doi.org/10.22545/2016/00075
Do higher education institutes communicate trust well?
Gibbs, P. and Dean, A. 2015. Do higher education institutes communicate trust well? Journal of Marketing for Higher Education. 25 (2), pp. 155-170. https://doi.org/10.1080/08841241.2015.1059918
Contentment and education
Gibbs, P. 2016. Contentment and education. Journal of East-West Thought. 6 (2), pp. 23-34.
Transdisciplinarity as epistemology, ontology or principles of practical judgement
Gibbs, P. 2015. Transdisciplinarity as epistemology, ontology or principles of practical judgement. in: Gibbs, P. (ed.) Transdisciplinary Professional Learning and Practcie Dordrecht Springer. pp. 151-164
Privacy, analytics and marketing higher education
Gibbs, P. 2014. Privacy, analytics and marketing higher education. in: Menon, M., Terkla, D. and Gibbs, P. (ed.) Using data to improve Higher Education: Research Policy and Practice Rotterdam Sense.
Happiness not salaries: the decline of universities and the emergence of higher education
Gibbs, P. 2014. Happiness not salaries: the decline of universities and the emergence of higher education. in: Gibbs, P. and Barnett, R. (ed.) Thinking about higher education Cham Springer. pp. 37-50
If time doesn't exist, why are we learning about the past?
Gibbs, P. 2015. If time doesn't exist, why are we learning about the past? in: Gibbs, P., Ylijoki, O., Guzmán-Valenzuela, C. and Barnett, R. (ed.) Universities in the flux of time: An exploration of time and temporality in university life London Routledge. pp. 46-56
An evaluation of the link between subjects studied in hospitality courses in Cyprus and career success: Perceptions of industry professionals
Marneros, S. and Gibbs, P. 2015. An evaluation of the link between subjects studied in hospitality courses in Cyprus and career success: Perceptions of industry professionals. Higher Education, Skills and Work-based Learning. 5 (3), pp. 228-241. https://doi.org/10.1108/HESWBL-01-2015-0001
The impact of work-based research projects at postgraduate level
Costley, C. and Abukari, A. 2015. The impact of work-based research projects at postgraduate level. Journal of Work-Applied Management. 7 (1), pp. 3-14. https://doi.org/10.1108/JWAM-10-2015-006
Educational knowledge in professional practice: a transdisciplinary approach
Costley, C. 2015. Educational knowledge in professional practice: a transdisciplinary approach. in: Gibbs, P. (ed.) Transdisciplinary Professional Learning and Practice Springer. pp. 121-133
Student satisfaction or happiness? : a preliminary rethink of what is important in the student experience
Gibbs, P. and Dean, A. 2015. Student satisfaction or happiness? : a preliminary rethink of what is important in the student experience. Quality Assurance in Education.. 23 (1), pp. 5-19. https://doi.org/0.1108/QAE-10-2013-0044
Happiness and education: troubling students for their own contentment
Gibbs, P. 2015. Happiness and education: troubling students for their own contentment. Time & Society. 24 (1), pp. 54-70. https://doi.org/10.1177/0961463X14561780
Work based knowledge: creation, recognition and use - a paradigm shift for higher education
Costley, C., Doncaster, K., Garnett, J. and Ferreira, I. 1999. Work based knowledge: creation, recognition and use - a paradigm shift for higher education. in: Researching work and learning: a first international conference: conference proceedings. Leeds School of Continuing Education, University of Leeds. pp. 53-60
Work based learners’ engagement with the university: an exploratory study
Costley, C., Shukla, N. and Inceoglu, I. 2010. Work based learners’ engagement with the university: an exploratory study. London Middlesex University.
Literature review of work based learning: October 2008
Costley, C., Abukari, A. and Little, B. 2010. Literature review of work based learning: October 2008. London Middlesex University.
General credit: a recognition of lifewide learning
Costley, C. 2014. General credit: a recognition of lifewide learning. in: Jackson, N. and Willis, J. (ed.) Lifewide learning & education in universities and colleges Lifewide Education.
Troubling the notion of satisfied students
Gibbs, P. and Dean, A. 2014. Troubling the notion of satisfied students. Higher Education Quarterly. 68 (4), pp. 416-431. https://doi.org/10.1111/hequ.12039
Deliberation, capability and action research: knowledge and becoming
Gibbs, P. 2014. Deliberation, capability and action research: knowledge and becoming. Educational Action Research. 22 (3), pp. 428-440. https://doi.org/10.1080/09650792.2013.874955
Research paradigms of practice, work and learning
Gibbs, P. 2014. Research paradigms of practice, work and learning. in: Billett, S., Harteis, C. and Gruber, H. (ed.) International Handbook of Research in Professional and Practice-based Learning Springer. pp. 257-277
Role virtue ethics and academic ethics: a consideration of academic freedom
Gibbs, P. 2013. Role virtue ethics and academic ethics: a consideration of academic freedom. International Journal of Educational Management. 27 (7).
The phenomenology of professional practice: a currere
Gibbs, P. 2014. The phenomenology of professional practice: a currere. Studies in Continuing Education. 36 (2), pp. 147-159. https://doi.org/10.1080/0158037X.2013.825765
Guest editorial: UALL Conference 2012. Higher Education Skills and Work-Based Learning, 3 (2) . pp. 88-93. ISSN 2042-3896
Gibbs, P., Jones, W. and Oosthuizen, S. 2013. Guest editorial: UALL Conference 2012. Higher Education Skills and Work-Based Learning, 3 (2) . pp. 88-93. ISSN 2042-3896. Emerald.
Happiness and education: recognising a fundamental attunement
Gibbs, P. 2014. Happiness and education: recognising a fundamental attunement. in: Papastephanou, M. (ed.) Philosophical Perspectives on Compulsory Education Springer. pp. 183-191
When will I be a teacher?
Gibbs, P. 2014. When will I be a teacher? in: Reid, A., Hart, E. and Peters, M. (ed.) A Companion to Research in Education Springer. pp. 193-195
Adopting consumer time and the marketing of higher education
Gibbs, P. 2010. Adopting consumer time and the marketing of higher education. in: Molesworth, M., Scullion, R. and Nixon, E. (ed.) The marketisation of higher education and the student as consumer London Routledge. pp. 52-63
Exploring the notion of quality in quality higher education assessment in a collaborative future
Maguire, K. and Gibbs, P. 2013. Exploring the notion of quality in quality higher education assessment in a collaborative future. Quality in Higher Education. 19 (1), pp. 41-55. https://doi.org/10.1080/13538322.2013.774220
Conflicting values in reflection on professional practice
Siebert, S. and Costley, C. 2013. Conflicting values in reflection on professional practice. Higher Education, Skills and Work-based Learning. 3 (3), pp. 156-167. https://doi.org/10.1108/HESWBL-07-2011-0032
Evaluation of the current status and knowledge contributions of professional doctorates
Costley, C. 2013. Evaluation of the current status and knowledge contributions of professional doctorates. Quality in Higher Education. 19 (1), pp. 7-27. https://doi.org/10.1080/13538322.2013.772465
A model for student adoption of online interactivity
Karamanos, N. and Gibbs, P. 2012. A model for student adoption of online interactivity. Research in Post-Compulsory Education. 17 (3), pp. 321-334. https://doi.org/10.1080/13596748.2012.700108
The business value of structured workplace learning
Costley, C. and Critten, P. 2012. The business value of structured workplace learning. Global Focus Magazine. 6 (1), pp. 14-17.
A Heideggerian phenomenology approach to higher education as workplace: a consideration of academic professionalism
Gibbs, P. 2009. A Heideggerian phenomenology approach to higher education as workplace: a consideration of academic professionalism. Studies in Philosophy and Education. 29 (3), pp. 275-285. https://doi.org/10.1007/s11217-009-9175-x
Heidegger: time, work and the challenges for higher education
Gibbs, P. 2010. Heidegger: time, work and the challenges for higher education. Time & Society. 19 (3), pp. 387-403. https://doi.org/10.1177/0961463X09354438
Higher education quality and work-based learning: two concepts not yet fully integrated
Gibbs, P. and Armsby, P. 2010. Higher education quality and work-based learning: two concepts not yet fully integrated. Quality in Higher Education. 16 (2), pp. 185-187. https://doi.org/10.1080/13538322.2010.485729
Work based learning pedagogies and academic development
Costley, C. and Dikerdem, M. 2011. Work based learning pedagogies and academic development. London, UK Middlesex University.
SRA final report: evaluation: work based learning scheme pilot: cohort 1: 2008-2010
Maguire, K., Costley, C. and Scott Hunt, S. 2010. SRA final report: evaluation: work based learning scheme pilot: cohort 1: 2008-2010. Institute for Work Based Learning Middlesex University.
The community of workers' university: a pragmatic institution for the future?
Gibbs, P. and Costley, C. 2012. The community of workers' university: a pragmatic institution for the future? Higher Education Quarterly. 66 (1), pp. 90-105. https://doi.org/10.1111/j.1468-2273.2011.00507.x
Work-based doctorates: professional extension at the highest levels
Costley, C. and Lester, S. 2012. Work-based doctorates: professional extension at the highest levels. Studies in Higher Education. 37 (3), pp. 257-269. https://doi.org/10.1080/03075079.2010.503344
An Aristotelian model for ethical higher education marketing: the role of practical wisdom
Gibbs, P. 2011. An Aristotelian model for ethical higher education marketing: the role of practical wisdom. Journal of Marketing for Higher Education. 21 (2), pp. 203-214. https://doi.org/10.1080/08841241.2011.623732
The concept of profound boredom: learning from moments of vision
Gibbs, P. 2011. The concept of profound boredom: learning from moments of vision. Studies in Philosophy and Education. 30 (6), pp. 601-613. https://doi.org/10.1007/s11217-011-9256-5
Finding quality in being good enough conversations
Gibbs, P. 2011. Finding quality in being good enough conversations. Quality in Higher Education. 17 (2), pp. 139-150. https://doi.org/10.1080/13538322.2011.582798
Heidegger’s contribution to the understanding of work-based studies.
Gibbs, P. 2011. Heidegger’s contribution to the understanding of work-based studies. Springer.
The metaphor of therapy and its use in the learning of a workplace identity
Maguire, K. and Gibbs, P. 2011. The metaphor of therapy and its use in the learning of a workplace identity. Journal of Vocational Education and Training. 63 (4), pp. 619-628. https://doi.org/10.1080/13636820.2011.600834
Work-based learning at higher education level: value, practice and critique
Lester, S. and Costley, C. 2010. Work-based learning at higher education level: value, practice and critique. Studies in Higher Education. 35 (5), pp. 561-575. https://doi.org/10.1080/03075070903216635
A literature review of employee learning research.
Costley, C., Abukari, A. and Little, B. 2008. A literature review of employee learning research. York Higher Education Academy.
Report on research leading to an options appraisal and feasibility study for the establishment of an all-Wales Workforce Development Centre.
Costley, C., Stephenson, J. and Abukari, A. 2009. Report on research leading to an options appraisal and feasibility study for the establishment of an all-Wales Workforce Development Centre. Cardiff Higher Education Funding Council of Wales.
Work-based learning impact study
Costley, C. and Abukari, A. 2010. Work-based learning impact study. York, UK Higher Education Academy.
What have friends got to do with critical friendship? – an Aristotelian approach.
Gibbs, P. 2007. What have friends got to do with critical friendship? – an Aristotelian approach. British Educational Research Association (BERA2007). Institute of Education, University of London 05 - 08 Sep 2007
Marketing and education - utility and wisdom or immanence and transcendence.
Gibbs, P. 2007. Marketing and education - utility and wisdom or immanence and transcendence. Academy of Marketing Conference (AM2007). Royal Holloway Conference Centre, Egham, Surrey 03 - 06 Jul 2007
Marketing of higher education in Europe.
Gibbs, P. 2005. Marketing of higher education in Europe. ERACON (European Erasmus Coordinators) Conference. Nicosia, Cyprus 02 - 03 Jun 2005
Skills, knowledge wisdom: what are the issues for good higher education marketing?
Gibbs, P. 2007. Skills, knowledge wisdom: what are the issues for good higher education marketing? European Conference on Higher Education Marketing. Budapest, Hungary 04 - 06 Apr 2007
In the university’s mission of utility and wisdom how do you market wisdom?
Gibbs, P. 2007. In the university’s mission of utility and wisdom how do you market wisdom? 5th International conference: Researching Work and Learning on "Rethinking the 'Centre' and the 'Margins'. Cape Town, South Africa 02 - 05 Dec 2007
Practical wisdom and the worker researcher.
Gibbs, P. 2007. Practical wisdom and the worker researcher. 5th International conference: Researching Work and Learning on "Rethinking the 'Centre' and the 'Margins'. Cape Town, South Africa 02 - 05 Dec 2007
Quality in work based learning and studies - hidden or merely undiscovered?
Gibbs, P. 2008. Quality in work based learning and studies - hidden or merely undiscovered? Society for Research into Higher Education. Liverpool 09 - 11 Dec 2008
The implementation of ethical higher education marketing.
Gibbs, P. 2008. The implementation of ethical higher education marketing. Society for Research into Higher Education. Liverpool 09 - 11 Dec 2008
What is work? A Heideggerian insight into work as a site for learning.
Gibbs, P. 2008. What is work? A Heideggerian insight into work as a site for learning. Society for Research into Higher Education. Liverpool 09 - 11 Dec 2008
Ethical marketing of higher education: what might be done to encourage its adoption?
Gibbs, P. and Murphy, P. 2009. Ethical marketing of higher education: what might be done to encourage its adoption? Higher Education Management and Policy. 21 (3), pp. 67-82.
Implementation of ethical higher education marketing.
Gibbs, P. and Murphy, P. 2009. Implementation of ethical higher education marketing. Tertiary Education and Management. 15 (4), pp. 341-354. https://doi.org/10.1080/13583880903335472
A Rresponse to 'Gibbs and the problems of satisfaction and well-being'.
Gibbs, P. 2009. A Rresponse to 'Gibbs and the problems of satisfaction and well-being'. Business Ethics: A European Review. 18 (4), pp. 412-413. https://doi.org/10.1111/j.1467-8608.2009.01573.x
Critical perspectives on researching the professional doctorate (Editorial)
Flint, K. and Costley, C. 2010. Critical perspectives on researching the professional doctorate (Editorial). Work Based Learning e-Journal International. 1 (1), pp. 1-14.
Doctoral learning that leads to organisational and individual change
Costley, C. 2010. Doctoral learning that leads to organisational and individual change. Work Based Learning e-Journal International. 1 (1), pp. 177-201.
Workplace learning and higher education
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
Marketing-isation of higher education
Gibbs, P. 2008. Marketing-isation of higher education. DProf thesis Middlesex University Work based learning
Old versus young generation values in Cyprus a world apart? Gender roles, family and sexual norms, and value change.
Gibbs, P. and Epaminonda, N. 2002. Old versus young generation values in Cyprus a world apart? Gender roles, family and sexual norms, and value change. in: Koiranen, M. and Karlsson, N. (ed.) The future of family business: values and social responsibility; research forum proceedings. Helsinki University of Jyväskylä..
An exploratory use of the stakeholder approach to defining and measuring quality: the case of a Cypriot Higher Education Institution
Iacovidou, M., Gibbs, P. and Zopiatisc, A. 2009. An exploratory use of the stakeholder approach to defining and measuring quality: the case of a Cypriot Higher Education Institution. Quality in Higher Education. 15 (2), pp. 147 -165. https://doi.org/10.1080/13538320902995774
Adopting consumer time: the dangers for higher education
Gibbs, P. 2009. Adopting consumer time: the dangers for higher education. London Review of Education. 7 (2), pp. 113-124. https://doi.org/10.1080/14748460902990369
Quality in work based studies not lost, merely undiscovered
Gibbs, P. 2009. Quality in work based studies not lost, merely undiscovered. Quality in Higher Education. 15 (2), pp. 167-176. https://doi.org/10.1080/13538320902995782
Gratitude in workplace research: a Rossian approach
Gibbs, P. 2009. Gratitude in workplace research: a Rossian approach. Journal of Education and Work. 22 (1), pp. 55-66. https://doi.org/10.1080/13639080802709638
Leading change in higher education
Gibbs, P. and McRoy, I. 2009. Leading change in higher education. Educational Management Administration and Leadership. 37 (5), pp. 687-704. https://doi.org/10.1177/1741143209339655
What is work? A Heideggerian insight into work as a site for learning
Gibbs, P. 2008. What is work? A Heideggerian insight into work as a site for learning. Journal of Education and Work. 21 (5), pp. 423-434. https://doi.org/10.1080/13639080802580351
Understanding friendship between critical friends
Gibbs, P. and Angelides, P. 2008. Understanding friendship between critical friends. Improving Schools. 11 (3), pp. 213-225. https://doi.org/10.1177/1365480208097002
The ethics of marketing in Islamic and Christian communities: insights for global marketing
Gibbs, P. and Ilkan, M. 2008. The ethics of marketing in Islamic and Christian communities: insights for global marketing. Cross Cultural Management: An International Journal. 15 (2), pp. 162-175. https://doi.org/10.1108/13527600810870606
Marketers and educationalists: two communities divided by time?
Gibbs, P. 2008. Marketers and educationalists: two communities divided by time? International Journal of Educational Management. 22 (3), pp. 269-278. https://doi.org/10.1108/09513540810861900
Practical wisdom and the worker researcher
Gibbs, P. 2007. Practical wisdom and the worker researcher. London Review of Education. 5 (3), pp. 223-235. https://doi.org/10.1080/14748460701661278
Editorial
Gibbs, P. 2007. Editorial. Journal of Business Research. 60 (9), pp. 925-926.
The ethics of marketing in Muslim and Christian communities in Cyprus: insights for marketing
Gibbs, P., Ilkan, M. and Pouloukas, S. 2007. The ethics of marketing in Muslim and Christian communities in Cyprus: insights for marketing. Equal Opportunities International. 26 (7), pp. 678-692. https://doi.org/10.1108/02610150710822311
Marketing and education: a clash or a synergy in time?
Gibbs, P. 2007. Marketing and education: a clash or a synergy in time? Journal of Business Research. 60 (9), pp. 1000-1002. https://doi.org/10.1016/j.jbusres.2007.01.025
Does advertising pervert higher education? The case for resistance
Gibbs, P. 2007. Does advertising pervert higher education? The case for resistance. Journal of Marketing for Higher Education. 17 (1), pp. 3-11. https://doi.org/10.1300/J050v17n01_02
Dwelling at work: a place where vocation and identity grow?
Gibbs, P. and McRoy, I. 2006. Dwelling at work: a place where vocation and identity grow? Journal of Further and Higher Education. 30 (3), pp. 283-293. https://doi.org/10.1080/03098770600802305
Preparing teachers for inclusive education in Cyprus
Angelides, P., Stylianou, T. and Gibbs, P. 2006. Preparing teachers for inclusive education in Cyprus. Teaching and Teacher Education. 22 (4), pp. 513-522. https://doi.org/10.1016/j.tate.2005.11.013
Technical skills and the ethics of market research
Gibbs, P. and Michaelides, P. 2006. Technical skills and the ethics of market research. Business Ethics: A European Review. 15 (1), pp. 44-52.
Analyzing practice for improving schools: the study of vignettes
Angelides, P., Leigh, J. and Gibbs, P. 2004. Analyzing practice for improving schools: the study of vignettes. School Effectiveness and School Improvement. 15 (3-4), pp. 467-485. https://doi.org/10.1080/09243450512331383282
Accreditation of knowledge as being-in-the-world
Gibbs, P. and Angelides, P. 2004. Accreditation of knowledge as being-in-the-world. Journal of Education and Work. 17 (3), pp. 333-346. https://doi.org/10.1080/1363908042000267414
Halloumi: exporting to retain traditional food products
Gibbs, P., Morphitou, R. and Savva, G. 2004. Halloumi: exporting to retain traditional food products. British Food Journal. 106 (7), pp. 569-576. https://doi.org/10.1108/00070700410545755
Higher education teachers and emotional labour
Gibbs, P. and Constanti, P. 2004. Higher education teachers and emotional labour. International Journal of Educational Management. 18 (4), pp. 243-249. https://doi.org/10.1108/09513540410538822
Marketing and the notion of well-being
Gibbs, P. 2004. Marketing and the notion of well-being. Business Ethics: A European Review. 13 (1), pp. 5-13. https://doi.org/10.1111/j.1467-8608.2004.00344.x
The exploitive nature of work based studies: a sketch of an idea
Gibbs, P. 2004. The exploitive nature of work based studies: a sketch of an idea. Journal of Education and Work. 17 (4), pp. 467-477. https://doi.org/10.1080/1363908042000292047
Preliminary thoughts on a praxis of higher education teaching
Gibbs, P. 2004. Preliminary thoughts on a praxis of higher education teaching. Teaching in Higher Education. 9 (2), pp. 183-194. https://doi.org/10.1080/1356251042000195367
Satisfaction with internet banking in the crowded Cypriot market: one bank’s experience.
Gibbs, P. and Sapala, A. 2003. Satisfaction with internet banking in the crowded Cypriot market: one bank’s experience. International journal of management cases.
Can clusters theory help realize Cyprus’s desire to develop centers of educational excellence?
Gibbs, P., Christodoulides, G. and Pouloukas, S. 2003. Can clusters theory help realize Cyprus’s desire to develop centers of educational excellence? Mediterranean Journal of Educational Studies. 8 (2), pp. 59-73.
An institution in change: a private institution in transition
McRoy, I. and Gibbs, P. 2006. An institution in change: a private institution in transition. International Journal of Educational Management. 17 (3), pp. 147-153. https://doi.org/10.1108/09513540310474374
Who deserves foundation degrees?
Gibbs, P. 2002. Who deserves foundation degrees? Journal of Further and Higher Education. 26 (3), pp. 197-206. https://doi.org/10.1080/03098770220149567
Is the market ready for foundation degrees?
Gibbs, P. 2001. Is the market ready for foundation degrees? Higher education review: the international journal of policy and practice in post school education. 33 (3), pp. 92-105.
Higher education as a market: a problem or solution?
Gibbs, P. 2001. Higher education as a market: a problem or solution? Studies in Higher Education. 26 (1), pp. 85-94. https://doi.org/10.1080/03075070020030733
Marketing higher and further education: an educator's guide to promoting courses, departments and institutions.
Gibbs, P. and Knapp, M. 2002. Marketing higher and further education: an educator's guide to promoting courses, departments and institutions. London Kogan Page.
Trusting in the university: the contribution of temporality and trust to a praxis of higher learning.
Gibbs, P. 2004. Trusting in the university: the contribution of temporality and trust to a praxis of higher learning. London Kluwer.
Marketing higher education: theory and practice
Maringe, F. and Gibbs, P. 2009. Marketing higher education: theory and practice. Maidenhead Open University Press.
Developing work based learning at doctoral level
Armsby, P. and Costley, C. 2009. Developing work based learning at doctoral level. in: Work based learning: journeys to the core of higher education London Middlesex University Press. pp. 102-117
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]
Costley, C. 2007. Assessment and evaluation in higher education. Volume 32, 2007 - Issue 1: Work‐based learning: assessment and evaluation in higher education [special issue]. Taylor and Francis.
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
Armsby, P. and Costley, C. 2002. Practice-based research methodologies for practitioner-researchers. Middlesex University.
Bridging rhetoric and reality: accreditation of prior experiential learning (APEL) in the UK.
Garnett, J., Portwood, D. and Costley, C. 2004. Bridging rhetoric and reality: accreditation of prior experiential learning (APEL) in the UK. Bolton University Vocational Awards Council. https://doi.org/090731113X
Impact of work based learning in higher education.
Costley, C. 2007. Impact of work based learning in higher education. York Higher Education Academy.
Models of work based learning in the undergraduate curriculum.
Armsby, P., Costley, C. and Kennedy, P. 2000. Models of work based learning in the undergraduate curriculum. in: Symes, C. (ed.) Working knowledge: productive learning at work: proceedings [of the] international conference (Sydney, Australia, December 10-13, 2000). Sydney Research Centre for Vocational Education and Training, University of Technology, Sydney.
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.
Costley, C. 2002. Knowledge work and learning. Work Based Learning (UK) Network annual conference. UWIC, Cardiff
Work based learning opportunities for lifelong earning (21-22 November; Intercollege, Cyprus): conference proceedings.
Costley, C. and Vrasidas, C. 2003. Work based learning opportunities for lifelong earning (21-22 November; Intercollege, Cyprus): conference proceedings. Middlesex University.
Research approaches selected by practitioner researchers on a professional doctorate
Armsby, P. and Costley, C. 2003. Research approaches selected by practitioner researchers on a professional doctorate. in: Work based learning opportunities for lifelong learning (21-22 November; Intercollege, Cyprus): conference proceedings. Middlesex University. pp. 161-168
A way forward: developing APEL in the UK through a productivity model for learning, recognition and development (LRD).
Costley, C. 2004. A way forward: developing APEL in the UK through a productivity model for learning, recognition and development (LRD). APEL national forum: Recognising workplace learning and achievement as a tool to enhance the delivery of foundation degrees.. London Metropolitan University 22 Jul 2004
The impact of workplace doctorates: a review of 10 case studies at Middlesex University suggests they promote candidates personal credibility, capability and continuing development.
Costley, C. and Stephenson, J. 2005. The impact of workplace doctorates: a review of 10 case studies at Middlesex University suggests they promote candidates personal credibility, capability and continuing development. American Educational Research Association (AERA) annual meeting. Montreal 11 - 15 Apr 2005
Work based learning as a field of study in higher education.
Costley, C. 2006. Work based learning as a field of study in higher education. in: Hager, P. and Brown, T. (ed.) Challenges for integrating work and learning: selected papers from the 4th international conference on researching work and learning. Bradford Emerald.
Work based projects: the worker as researcher.
Costley, C. 2006. Work based projects: the worker as researcher. Work based projects 2006.
Tensions and struggles concerning work based learning.
Costley, C. 2006. Tensions and struggles concerning work based learning. Conference on European work based learning approaches in higher education.. Florence
Practitioner-led enquiry as development of professional practice.
Costley, C. 2006. Practitioner-led enquiry as development of professional practice. Professional lifelong learning: beyond reflective practice. University of Leeds 03 Jul 2006
How higher education is managing the social context of knowledge: a work based learning perspective.
Costley, C. 2006. How higher education is managing the social context of knowledge: a work based learning perspective. Beyond boundaries: new horizons for research into higher education, SRHE annual conference.. University of Sussex, Brighton 12 - 14 Dec 2006
Reconstructing APEL to enhance individual and organisational learning.
Costley, C. and Garnett, J. 2007. Reconstructing APEL to enhance individual and organisational learning. Researching transition in lifelong learning: an international conference (Centre for Research in Lifelong Learning). University of Stirling 22 - 24 Jun 2007
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
Work based learning: an accessible curriculum
Costley, C. 2000. Work based learning: an accessible curriculum. Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network.. 2 (2), pp. 33-39.
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
Costley, C. and Doncaster, K. 2000. Citation and related argumentation strategies in reflective essays by work based learners. in: Mitchell, S. and Andrews, R. (ed.) Learning to argue in higher education Portsmouth Heinemann-Boynton/Cook. pp. 107-118
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
Costley, C. and Armsby, P. 2008. Critiquing work-based learning in higher education: a review. in: Garnett, J. and Young, D. (ed.) Work-based learning futures II: proceedings University Vocational Awards Council. pp. 7-21
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.
Learning agreements and work-based higher education
Gibbs, P. 2009. Learning agreements and work-based higher education. Research in Post-Compulsory Education. 14 (1), pp. 31-41. https://doi.org/10.1080/13596740902717382
Editorial
Costley, C. and Abukari, A. 2009. Editorial. European Journal of Education. 44 (3), pp. 311-317. https://doi.org/10.1111/j.1465-3435.2009.01399.x
The challenges of work-based learning in the changing context of the european higher education area
Schmidt, R. and Gibbs, P. 2009. The challenges of work-based learning in the changing context of the european higher education area. European Journal of Education. 44 (3), pp. 399-410. https://doi.org/10.1111/j.1465-3435.2009.01393.x
From learning organization to wise organization
Gibbs, P. and Rowley, J. 2008. From learning organization to wise organization. The Learning Organization. 15 (5), pp. 356-372. https://doi.org/10.1108/09696470810898357
Introduction to a special issue on worker researchers
Gibbs, P., Dikerdem, M., Elliott, G. and Garnett, J. 2007. Introduction to a special issue on worker researchers. Research in Post-Compulsory Education. 12 (3), pp. 277-278. https://doi.org/10.1080/13596740701559704
Work-based learning as a field of study
Gibbs, P. and Garnett, J. 2007. Work-based learning as a field of study. Research in Post-Compulsory Education. 12 (3), pp. 409-421. https://doi.org/10.1080/13596740701559886
Introduction [Adult education and lifelong learning]
Gibbs, P., Dikerdem, M., Elliott, G. and Garnett, J. 2007. Introduction [Adult education and lifelong learning]. Research in Post-Compulsory Education. 12 (3), pp. 277-278. https://doi.org/10.1080/13596740701559704
From project supervision to advising: new conceptions of the practice
Boud, D. and Costley, C. 2007. From project supervision to advising: new conceptions of the practice. Innovations in Education and Teaching International. 44 (2), pp. 119-130. https://doi.org/10.1080/14703290701241034
Reflections on collaborative inquiry in Cyprus: lessons for researchers and practitioners
Gibbs, P. and Angelides, P. 2007. Reflections on collaborative inquiry in Cyprus: lessons for researchers and practitioners. Teacher Development. 11 (1), pp. 59-75. https://doi.org/10.1080/13664530701194512
The impact of a professional doctorate centred on the candidate's work
Costley, C. and Stephenson, J. 2007. The impact of a professional doctorate centred on the candidate's work. Work Based Learning e-Journal International.
Developing the ethics of worker-researchers through phronesis
Gibbs, P., Costley, C., Armsby, P. and Trakakis, A. 2007. Developing the ethics of worker-researchers through phronesis. Teaching in Higher Education. 12 (3), pp. 365-375. https://doi.org/10.1080/13562510701278716
Work-based learning assessed as a field or a mode of study
Costley, C. and Armsby, P. 2007. Work-based learning assessed as a field or a mode of study. Assessment & Evaluation in Higher Education. 32 (1), pp. 21-33. https://doi.org/10.1080/02602930600848267
Methodologies for undergraduates doing practitioner investigations at work
Costley, C. and Armsby, P. 2007. Methodologies for undergraduates doing practitioner investigations at work. Journal of Workplace Learning. 19 (3), pp. 131-145. https://doi.org/10.1108/13665620710735611
Research influences on a professional doctorate
Costley, C. and Armsby, P. 2007. Research influences on a professional doctorate. Research in Post-Compulsory Education. 12 (3), pp. 343-357. https://doi.org/10.1080/13596740701559803
The legitimisation of knowledge: a work based learning perspective of APEL
Armsby, P., Costley, C. and Garnett, J. 2006. The legitimisation of knowledge: a work based learning perspective of APEL. International Journal of Lifelong Education. 25 (4), pp. 369-383. https://doi.org/10.1080/02601370600772368
An ethics of community and care for practitioner researchers
Gibbs, P. and Costley, C. 2006. An ethics of community and care for practitioner researchers. International Journal of Research & Method in Education. 29 (2), pp. 239-249. https://doi.org/10.1080/17437270600891689
Researching others: care as an ethic for practitioner researchers
Costley, C. and Gibbs, P. 2006. Researching others: care as an ethic for practitioner researchers. Studies in Higher Education. 31 (1), pp. 89-98. https://doi.org/10.1080/03075070500392375
Work-based learning; discipline, field or discursive space or what?
Gibbs, P. and Costley, C. 2006. Work-based learning; discipline, field or discursive space or what? Research in Post-Compulsory Education. 11 (3), pp. 341-350. https://doi.org/10.1080/13596740600916575
Work‐based learning: assessment and evaluation in higher education
Costley, C. 2006. Work‐based learning: assessment and evaluation in higher education. Assessment & Evaluation in Higher Education. 32 (1), pp. 1-9. https://doi.org/10.1080/02602930600848184
Marketing issues for non-degree UK higher education: The case of foundation degrees
Gibbs, P. 2002. Marketing issues for non-degree UK higher education: The case of foundation degrees. Journal of Vocational Education and Training. 54 (2), pp. 237-248. https://doi.org/10.1080/13636820200200201
From the invisible hand to the invisible hand shake: marketing higher education
Gibbs, P. 2002. From the invisible hand to the invisible hand shake: marketing higher education. Research in Post-Compulsory Education. 7 (3), pp. 323-335. https://doi.org/10.1080/13596740200200134
The accreditation of work experience: whose interest does it serve?
Gibbs, P. and Morris, A. 2001. The accreditation of work experience: whose interest does it serve? The Learning Organization. 8 (2), pp. 82-88. https://doi.org/10.1108/09696470110388044
Organizational and employee interests in programs of work based learning
Costley, C. 2001. Organizational and employee interests in programs of work based learning. The Learning Organization. 8 (2), pp. 58-63. https://doi.org/10.1108/09696470110387991
Isn’t higher education employability?
Gibbs, P. 2000. Isn’t higher education employability? Journal of Vocational Education and Training. 52 (4), pp. 559-571. https://doi.org/10.1080/13636820000200138
Music and gender at Key Stage Three (11–14): an action research project
Costley, C. 1993. Music and gender at Key Stage Three (11–14): an action research project. British Journal of Music Education. 10 (3), pp. 197-203. https://doi.org/10.1017/S0265051700001753