Impacts of a professional practice doctorate: a collaborative enquiry

Article

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
TypeArticle
TitleImpacts of a professional practice doctorate: a collaborative enquiry
AuthorsBoud, D., Costley, C., Marshall, S. and Sutton, B.
Abstract

Doctoral education aims to benefit those who undertake it, but does it exert a wider influence? Professional doctorates are commonly designed to have an impact beyond the individual concerned, but is this influence realised? This paper focuses on a collaborative enquiry by a group of academics and doctoral alumni from non-discipline-specific professional doctorates. The enquiry examined how the professional practice of the graduates changed as a result of their studies and what influence this had on their work and their profession. It found that there was considerable impact on the wider context of the alumni, but that these effects were due more to the capacity-building effect of the doctorate than on the particular outcomes of the study undertaken.

KeywordsDoctoral education; research impact; collaborative enquiry; professional practice
Research GroupWork and Learning Research Centre
PublisherTaylor & Francis (Routledge)
JournalHigher Education Research & Development
ISSN0729-4360
Electronic1469-8366
Publication dates
Online21 May 2020
Print16 Apr 2021
Publication process dates
Deposited27 Apr 2020
Submitted13 Nov 2019
Accepted06 Apr 2020
Output statusPublished
Accepted author manuscript
Copyright Statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development on 21 May 2020, available online: http://www.tandfonline.com/10.1080/07294360.2020.1765744

Digital Object Identifier (DOI)https://doi.org/10.1080/07294360.2020.1765744
Web of Science identifierWOS:000537938200001
LanguageEnglish
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Boud, D. and Brew, A. 2013. Reconceptualising academic work as professional practice: implications for academic development. International Journal for Academic Development. 18 (3), pp. 208-221. https://doi.org/10.1080/1360144X.2012.671771
Reimagining site-walks: sites for rich learning
Rooney, D., Gardner, A., Willey, K., Reich, A., Boud, D. and Fitzgerald, T. 2015. Reimagining site-walks: sites for rich learning. Australasian Journal of Engineering Education. 20 (1), pp. 19-30. https://doi.org/10.7158/D13-011.2015.20.1
Talking up learning at work: cautionary tales in co-opting everyday learning
Boud, D., Rooney, D. and Solomon, N. 2009. Talking up learning at work: cautionary tales in co-opting everyday learning. International Journal of Lifelong Education. 28 (3), pp. 323-334. https://doi.org/10.1080/02601370902799077
Standards-based assessment for an era of increasing transparency
Boud, D. 2017. Standards-based assessment for an era of increasing transparency. in: Carless, D., Bridges, S., Chan, C. and Glofcheski, R. (ed.) Scaling up Assessment for Learning in Higher Education Springer. pp. 19–31
Improving assessment tasks through addressing our unconscious limits to change
Joughin, G., Dawson, P. and Boud, D. 2017. Improving assessment tasks through addressing our unconscious limits to change. Assessment & Evaluation in Higher Education. 42 (8), pp. 1221-1232. https://doi.org/10.1080/02602938.2016.1257689
Refocusing portfolio assessment: Curating for feedback and portrayal
Clarke, J. and Boud, D. 2018. Refocusing portfolio assessment: Curating for feedback and portrayal. Innovations in Education and Teaching International. 55 (4), pp. 479-486. https://doi.org/10.1080/14703297.2016.1250664
How university teachers design assessments: A cross disciplinary study
Bearman, M., Dawson, P., Bennett, S., Hall, M., Molloy, E., Boud, D. and Joughin, G. 2017. How university teachers design assessments: A cross disciplinary study. Higher Education. 74 (1), pp. 49-64. https://doi.org/10.1007/s10734-016-0027-7
Reframing assessment research: Through a practice perspective
Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G. and Molloy, E. 2018. Reframing assessment research: Through a practice perspective. Studies in Higher Education. 43 (7), pp. 1107-1118. https://doi.org/10.1080/03075079.2016.1202913
Taking professional practice seriously: implications for deliberate course design
Boud, D. 2016. Taking professional practice seriously: implications for deliberate course design. in: Trede, F. and McEwan, C. (ed.) Educating the Deliberate Professional: Preparing for Future Practices Cham, Switzerland. Springer. pp. 157–173
The role of research education coordinators in building research cultures in doctoral education
Brew, A., Boud, D. and Malfroy, J. 2017. The role of research education coordinators in building research cultures in doctoral education. Higher Education Research & Development. 36 (2), pp. 255-268. https://doi.org/10.1080/07294360.2016.1177812
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
How technology shapes assessment design: Findings from a study of university teachers
Bennett, S., Dawson, P., Bearman, M., Molloy, E. and Boud, D. 2017. How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology. 48 (2), pp. 672-682. https://doi.org/10.1111/bjet.12439
Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement
Johnson, C., Keating, J., Boud, D., Dalton, M., Kiegaldie, D., Hay, M., McGrath, B., McKenzie, W., Nair, K., Nestel, D., Palermo, C. and Molloy, E. 2016. Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement. BMC Medical Education. 16. https://doi.org/10.1186/s12909-016-0613-5
Support for assessment practice: developing the Assessment Design Decisions Framework
Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M. and Molloy, E. 2016. Support for assessment practice: developing the Assessment Design Decisions Framework. Teaching in Higher Education. 21 (5), pp. 545-556. https://doi.org/10.1080/13562517.2016.1160217
Enhancing students' learning through simulation: dealing with diverse, large cohorts
Kelly, M., Hopwood, N., Rooney, D. and Boud, D. 2016. Enhancing students' learning through simulation: dealing with diverse, large cohorts. Clinical Simulation in Nursing. 12 (5), pp. 171-176. https://doi.org/10.1016/j.ecns.2016.01.010
Simulation in higher education: A sociomaterial view
Hopwood, N., Rooney, D., Boud, D. and Kelly, M. 2016. Simulation in higher education: A sociomaterial view. Educational Philosophy and Theory. 48 (2), pp. 165-178. https://doi.org/10.1080/00131857.2014.971403
Learning to teach as the development of practice
Boud, D. and Brew, A. 2016. Learning to teach as the development of practice. in: Leibowitz, B., Bozalek, V. and Kahn, P. (ed.) Theorising Learning to Teach in Higher Education Routledge. pp. 77-92
Researching feedback dialogue: An interactional analysis approach
Ajjawi, R. and Boud, D. 2017. Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education. 42 (2), pp. 252-265. https://doi.org/10.1080/02602938.2015.1102863
The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens
Rooney, D., Hopwood, N., Boud, D. and Kelly, M. 2015. The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens. Vocations and Learning. 8 (3), pp. 269-285. https://doi.org/10.1007/s12186-015-9138-z
Research productivity and academics' conceptions of research
Brew, A., Boud, D., Namgung, S., Lucas, L. and Crawford, K. 2016. Research productivity and academics' conceptions of research. Higher Education. 71 (5), pp. 681-697. https://doi.org/10.1007/s10734-015-9930-6
Experience belongs to man
Boud, D. 2014. Experience belongs to man. in: Nehyba, J. and Lazarova, B. (ed.) Reflection vs the Processed Learned Muni Press.
Improving assessment: understanding educational decision-making in practice
Dawson, P., Bearman, M., Bennett, S., Boud, D., Joughin, G. and Molloy, E. 2014. Improving assessment: understanding educational decision-making in practice. Office for Learning and Teaching..
Building local leadership for research education
Boud, D., Brew, A., Dowling, R., Kiley, M., Malfroy, J., Solomon, N. and Ryland, K. 2014. Building local leadership for research education. Office for Learning and Teaching..
Reflective teaching in higher education
Ashwin, P., Boud, D., Coate, K., Hallet, F., Keane, E., Krause, K., Lebowitz, B., MacLaren, I., McArthur, J., McCune, V. and Tooher, M. 2015. Reflective teaching in higher education. Bloomsbury.
The coordination role in research education: emerging understandings and dilemmas for leadership
Boud, D., Brew, A., Dowling, R., Kiley, M., McKenzie, J., Malfroy, J., Ryland, K. and Solomon, N. 2014. The coordination role in research education: emerging understandings and dilemmas for leadership. Journal of Higher Education Policy and Management. 36 (4), pp. 440-454. https://doi.org/10.1080/1360080X.2014.916466
Dilemmas in continuing professional learning: Learning inscribed in frameworks or elicited from practice?
Reich, A., Rooney, D. and Boud, D. 2015. Dilemmas in continuing professional learning: Learning inscribed in frameworks or elicited from practice? Studies in Continuing Education. 37 (2), pp. 131-141. https://doi.org/10.1080/0158037X.2015.1022717
Sustainable assessment revisited
Boud, D. and Soler, R. 2016. Sustainable assessment revisited. Assessment & Evaluation in Higher Education. 41 (3), pp. 400-413. https://doi.org/10.1080/02602938.2015.1018133
Feedback: ensuring it leads to enhanced learning
Boud, D. 2015. Feedback: ensuring it leads to enhanced learning. Clinical Teacher. 12 (1), pp. 3-7. https://doi.org/10.1111/tct.12345
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
Engineers' professional learning: a practice-theory perspective
Reich, A., Rooney, D., Gardner, A., Willey, K., Boud, D. and Fitzgerald, T. 2015. Engineers' professional learning: a practice-theory perspective. European Journal of Engineering Education. 40 (4), pp. 366-379. https://doi.org/10.1080/03043797.2014.967181
The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
Boud, D., Lawson, R. and Thompson, D. 2015. The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development. 34 (1), pp. 45-59. https://doi.org/10.1080/07294360.2014.934328
What can higher education learn from the workplace?
Boud, D. and Rooney, D. 2015. What can higher education learn from the workplace? in: Dailey-Hebert, A. and Dennis, K. (ed.) Transformative Perspectives and Processes in Higher Education Cham, Switzerland. Springer. pp. 195-209
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.
Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward
Gregory, L., Hopwood, N. and Boud, D. 2014. Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward. Journal of Interprofessional Care. 28 (3), pp. 200-205. https://doi.org/10.3109/13561820.2013.873774
Shifting views of assessment: from teacher’s business to sustaining learning
Boud, D. 2014. Shifting views of assessment: from teacher’s business to sustaining learning. in: Kreber, C., Anderson, C., Entwistle, N. and McArthur, J. (ed.) Advances and innovations in university assessment and feedback Edinburgh Edinburgh University Press. pp. 13-31
Patterns of resistance in managing assessment change
Deneen, C. and Boud, D. 2014. Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education. 39 (5), pp. 577-591. https://doi.org/10.1080/02602938.2013.859654
Doing work based research: approaches to enquiry for insider research
Costley, C., Elliott, G. and Gibbs, P. 2010. Doing work based research: approaches to enquiry for insider research. London Sage.
Does student engagement in self-assessment calibrate their judgement over time?
Boud, D., Lawson, R. and Thompson, D. 2013. Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education. 38 (8), pp. 941-956. https://doi.org/10.1080/02602938.2013.769198
Engineers’ professional learning: through the lens of practice
Rooney, D., Willey, K., Gardner, A., Boud, D., Reich, A. and Fitzgerald, T. 2013. Engineers’ professional learning: through the lens of practice. in: Williams, B., Figueiredo, J. and Trevelyan, J. (ed.) Engineering Practice in a Global Context: Understanding the Technical and Social CRC Press/Balkema. pp. 265-280
Feedback models for learning, teaching and performance
Molloy, E. and Boud, D. 2014. Feedback models for learning, teaching and performance. in: Spector, J., Merrill, M., Elen, J. and Bishop, M. (ed.) Handbook of Research on Educational Communications and Technology New York, NY. Springer. pp. 413-424
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
Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity
Brew, A., Boud, D., Lucas, L. and Crawford, K. 2013. Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity. Higher Education. 66 (1), pp. 93-104. https://doi.org/10.1007/s10734-012-9592-6
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.
Rethinking models of feedback for learning: the challenge of design
Boud, D. and Molloy, E. 2013. Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education. 38 (6), pp. 698-712. https://doi.org/10.1080/02602938.2012.691462
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.
Decision-making for feedback
Boud, D. and Molloy, E. 2012. Decision-making for feedback. in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 202-218
Written feedback: what is it good for and how can we do it well?
Jolly, B. and Boud, D. 2012. Written feedback: what is it good for and how can we do it well? in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 104-124
Changing conceptions of feedback
Molloy, E. and Boud, D. 2012. Changing conceptions of feedback. in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 11-33
What is the problem with feedback?
Boud, D. and Molloy, E. 2012. What is the problem with feedback? in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 1-10
Problematising practice-based education
Boud, D. 2012. Problematising practice-based education. in: Higgs, J., Barnett, R., Billett, S., Hutchings, M. and Trede, F. (ed.) Practice-Based Education: Perspectives and Strategies Rotterdam, The Netherlands. Sense Publishers. pp. 55-68
Learning organizational practices that persist, perpetuate and change: a Schatzkian view
Price, O., Johnsson, M., Scheeres, H., Boud, D. and Solomon, N. 2012. Learning organizational practices that persist, perpetuate and change: a Schatzkian view. in: Hager, P., Lee, A. and Reich, A. (ed.) Practice, Learning and Change: Practice-theory perspectives on professional learning Dordrecht Springer. pp. 233–247
Creating work: employee-driven innovation through work practice reconstruction
Price, O.M., Boud, D. and Scheeres, H. 2012. Creating work: employee-driven innovation through work practice reconstruction. in: Høyrup, S., Bonnafous-Boucher, M., Hasse, C., Lotz, M. and Møller, K. (ed.) Employee-driven innovation: A new approach London Palgrave Macmillan. pp. 77-91
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
Learning in-between, across and beyond workplace boundaries: possibilities for human resource development practice
Johnsson, M., Boud, D. and Solomon, N. 2012. Learning in-between, across and beyond workplace boundaries: possibilities for human resource development practice. International Journal of Human Resources Development and Management. 12 (1-2), pp. 61-76. https://doi.org/10.1504/ijhrdm.2012.044200
Re-thinking continuing professional development through changing metaphors and location in professional practices
Boud, D. and Hager, P. 2012. Re-thinking continuing professional development through changing metaphors and location in professional practices. Studies in Continuing Education. 34 (1), pp. 17-30. https://doi.org/10.1080/0158037X.2011.608656
Co-producing knowledge: negotiating the political.
Harman, K., Boud, D., Rooney, D., Solomon, N. and Leontios, M. 2003. Co-producing knowledge: negotiating the political. Journal of Vocational Education & Training 5th Conference. Greenwich, London 16 - 18 Jul 2003
From knowledge acquisition to knowledge production: issues with Australian honours curricula
Manathunga, C., Kiley, M., Boud, D. and Cantwell, R. 2012. From knowledge acquisition to knowledge production: issues with Australian honours curricula. Teaching in Higher Education. 17 (2), pp. 139-151. https://doi.org/10.1080/13562517.2011.590981
Everyday learning at work: communities of practice in TAFE.
Leontios, M., Boud, D., Harman, K. and Rooney, D. 2003. Everyday learning at work: communities of practice in TAFE. The sixth Australian VET Research Association Conference : The Changing Face of VET. Australian Technology Park, Sydney, Australia 09 - 11 Apr 2003
Uncovering learning at work.
Boud, D., Solomon, N., Staron, M., Leontios, M., Rooney, D. and Harman, K. 2003. Uncovering learning at work. Sydney NSW Department of Education and Training/UTS.
Influences on the formation of academics: The role of the doctorate and structured development opportunities
Brew, A., Boud, D. and Un Namgung, S. 2011. Influences on the formation of academics: The role of the doctorate and structured development opportunities. Studies in Continuing Education. 33 (1), pp. 51-66. https://doi.org/10.1080/0158037X.2010.515575
Assessment of osteopaths: developing a capability-based approach to reviewing readiness to practice
Stone, C., Boud, D. and Hager, P. 2011. Assessment of osteopaths: developing a capability-based approach to reviewing readiness to practice. International Journal of Osteopathic Medicine. 14 (4), pp. 129-140. https://doi.org/10.1016/j.ijosm.2011.09.001
Honouring the incomparable: honours in Australian universities
Kiley, M., Boud, D., Manathunga, C. and Cantwell, R. 2011. Honouring the incomparable: honours in Australian universities. Higher Education. 62 (5), pp. 619-633. https://doi.org/10.1007/s10734-011-9409-z
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.
When is it OK to learn at work? The learning work of organisational practices
Scheeres, H., Solomon, N., Boud, D. and Rooney, D. 2010. When is it OK to learn at work? The learning work of organisational practices. Journal of Workplace Learning. 22 (1/2), pp. 13-26. https://doi.org/10.1108/13665621011012825
Researching workplace learning in Australia
Solomon, N. and Boud, D. 2010. Researching workplace learning in Australia. in: Malloch, M., Cairns, L., Evans, K. and O'Connor, B. (ed.) The SAGE Handbook of Workplace Learning London SAGE Publications. pp. 210-223
A community college's performance of ‘organisation’: it's a drag!
Rooney, D., Rhodes, C. and Boud, D. 2010. A community college's performance of ‘organisation’: it's a drag! Studies in the Education of Adults. 42 (1), pp. 18-33. https://doi.org/10.1080/02660830.2010.11661586
Towards an emergent view of learning work
Johnsson, M. and Boud, D. 2010. Towards an emergent view of learning work. International Journal of Lifelong Education. 29 (3), pp. 359-372. https://doi.org/10.1080/02601371003700683
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
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.
Co-production and health system reform - from re-imagining to re-making
Dunston, R., Lee, A., Boud, D., Brodie, P. and Chiarella, M. 2009. Co-production and health system reform - from re-imagining to re-making. Australian Journal of Public Administration. 68 (1), pp. 39-52. https://doi.org/10.1111/j.1467-8500.2008.00608.x
Working out work: Integrated development practices in organizations
Chappell, C., Scheeres, H., Boud, D. and Rooney, D. 2009. Working out work: Integrated development practices in organizations. in: Field, J., Gallacher, J. and Ingram, R. (ed.) Researching Transitions in Lifelong Learning London and New York Routledge. pp. 175-188
Relocating reflection in the context of practice
Boud, D. 2009. Relocating reflection in the context of practice. in: Bradbury, H., Frost, N., Kilminster, S. and Zukas, M. (ed.) Beyond reflective practice: New approaches to professional lifelong learning London and New York Routledge. pp. 25-36
Re-making jobs: Enacting and learning work practices
Price, O.M., Scheeres, H. and Boud, D. 2009. Re-making jobs: Enacting and learning work practices. Vocations and Learning. 2 (3), pp. 217-234. https://doi.org/10.1007/s12186-009-9025-6
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
How can practice reshape assessment?
Boud, D. 2008. How can practice reshape assessment? in: Joughin, G. (ed.) Assessment, Learning and Judgement in Higher Education Dordrecht, Netherlands Springer. pp. 29-44
Changing pedagogy: vocational learning and assessment
Boud, D., Hawke, G. and Falchikov, N. 2008. Changing pedagogy: vocational learning and assessment. in: Murphy, P. and McCormick, R. (ed.) Knowledge and Practice: Representations and Identities London SAGE Publications. pp. 125-137
Changing practices of doctoral education
Boud, D. and Lee, A. 2008. Changing practices of doctoral education. London and New York Routledge.
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
Putting doctoral education to work: challenges to academic practice
Boud, D. and Tennant, M. 2006. Putting doctoral education to work: challenges to academic practice. Higher Education Research & Development. 25 (3), pp. 293-306. https://doi.org/10.1080/07294360600793093
The role of assessment in preparing for lifelong learning: problems and challenges
Falchikov, N. and Boud, D. 2007. The role of assessment in preparing for lifelong learning: problems and challenges. in: Haynes, A. and McDowell, L. (ed.) Balancing Dilemmas in Assessment and Learning in Contemporary Education London and New York Routledge. pp. 87-100
Developing assessment for informing judgement
Boud, D. and Falchikov, N. 2007. Developing assessment for informing judgement. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 181-197
Assessment and emotion: the impact of being assessed
Falchikov, N. and Boud, D. 2007. Assessment and emotion: the impact of being assessed. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 144-156
Reframing assessment as if learning was important
Boud, D. 2007. Reframing assessment as if learning was important. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 14-26
Introduction: assessment for the longer term
Boud, D. and Falchikov, N. 2007. Introduction: assessment for the longer term. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 3-13
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
Creating a ‘world class’ program: reciprocity and constraint in networked global collaboration
Boud, D., Dahlgren, L., Dahlgren, M., Larsson, S., Sork, T. and Walters, S. 2006. Creating a ‘world class’ program: reciprocity and constraint in networked global collaboration. International Journal of Lifelong Education. 25 (6), pp. 609-622. https://doi.org/10.1080/02601370600989327
The in-between: exposing everyday learning at work
Solomon, N., Boud, D. and Rooney, D. 2006. The in-between: exposing everyday learning at work. International Journal of Lifelong Education. 25 (1), pp. 3-13. https://doi.org/10.1080/02601370500309436
Combining work and learning: the disturbing challenge of practice
Boud, D. 2006. Combining work and learning: the disturbing challenge of practice. in: Edwards, R., Gallacher, J. and Whittaker, S. (ed.) Learning Outside the Academy: International Research Perspectives on Lifelong Learning London Routledge. pp. 77-89
Aligning assessment with long-term learning
Boud, D. and Falchikov, N. 2006. Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education. 31 (4), pp. 399-413. https://doi.org/10.1080/02602930600679050
Adopting a holistic approach to the valuation of learning programmes deployed in corporate environments.
Sutton, B. 2006. Adopting a holistic approach to the valuation of learning programmes deployed in corporate environments. DProf thesis Middlesex University Work based learning
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
'Aren’t we all learner-centred now?': the bittersweet flavour of success
Boud, D. 2005. 'Aren’t we all learner-centred now?': the bittersweet flavour of success. in: Ashwin, P. (ed.) Changing Higher Education: The Development of Learning and Teaching London Routledge. pp. 19-32
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
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
Assessment and the promotion of academic values
Boud, D. 1990. Assessment and the promotion of academic values. Studies in Higher Education. 15 (1), pp. 101-111. https://doi.org/10.1080/03075079012331377621