Work and Learning Research Centre


TitleWork and Learning Research Centre
CampusLondon

Latest research outputs

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Teaching is like engineering: my living educational theory
Branch, J. 2020. Teaching is like engineering: my living educational theory. DProf thesis Middlesex University Work Based Learning

DProf thesis

Developing quality assurance processes in a private higher education institution in Australia
Abraham, P. 2020. Developing quality assurance processes in a private higher education institution in Australia. DProf thesis Middlesex University Work Based Learning

DProf thesis

A comparative study of methods used in the exegesis of the Qur’an and the Bible
Ismail, M. 2020. A comparative study of methods used in the exegesis of the Qur’an and the Bible. DProf thesis Middlesex University Work Based Learning

DProf thesis

An exploration of the potential of creating a coaching culture in a primary school
Rees, C. 2020. An exploration of the potential of creating a coaching culture in a primary school. DProf thesis Middlesex University School of Health and Education

DProf thesis

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).

Edited Journal

Designing a business model for SMEs global expansion: the case of WET in Hong Kong
Leung, W. 2020. Designing a business model for SMEs global expansion: the case of WET in Hong Kong. DProf thesis Middlesex University Work Based Learning

DProf thesis

On healthcare and healing - my inquiry into learning from giving birth too soon - learning from and for liminality
Erdmann, S. 2020. On healthcare and healing - my inquiry into learning from giving birth too soon - learning from and for liminality. DProf thesis Middlesex University / Ashridge Business School Business School

DProf thesis

A writerly trajectory: reflections on published classroom resources for learners of English and students of academic writing
Lazar, G. 2020. A writerly trajectory: reflections on published classroom resources for learners of English and students of academic writing. PhD thesis Middlesex University Work Based Learning

PhD thesis

Nursing on the edge: nursing identity in liminal spaces
Attenborough, J. 2021. Nursing on the edge: nursing identity in liminal spaces. DProf thesis Middlesex University Work Based Learning

DProf thesis

The development of an automated decision-making framework through the utilisation of the latest Enterprise Resource Planning (ERP) technologies for organisational change
Golshirazi, H. 2020. The development of an automated decision-making framework through the utilisation of the latest Enterprise Resource Planning (ERP) technologies for organisational change. DProf thesis Middlesex University Work Based Learning

DProf thesis

Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys
Winstone, N.E., Ajjawi, R., Dirkx, K. and Boud, D. 2022. Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education. 47 (7), pp. 1524-1536. https://doi.org/10.1080/03075079.2021.1916909

Article

Prevention | Rescue | Resuscitation – The influence of New Zealand lifeguarding practice on global drowning prevention
Webber, J. 2020. Prevention | Rescue | Resuscitation – The influence of New Zealand lifeguarding practice on global drowning prevention. DProf thesis Middlesex University Work Based Learning

DProf thesis

Experiential transmission: an auto-ethnographical study of coaching in educational contexts
Rowe, J. 2020. Experiential transmission: an auto-ethnographical study of coaching in educational contexts. DProf thesis Middlesex University Work Based Learning

DProf thesis

What feedback literate teachers do: an empirically-derived competency framework
Boud, D. and Dawson, P. 2023. What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education. 48 (2), pp. 158-171. https://doi.org/10.1080/02602938.2021.1910928

Article

Designing work-based learning approaches for Gen Y, Gen Z and beyond
Nottingham, P. 2021. Designing work-based learning approaches for Gen Y, Gen Z and beyond. in: Gerhardt, T. and Annon, P. (ed.) Applications of Work Integrated Learning Among Gen Z and Y Students United States IGI Global. pp. 166-187

Book chapter

Planning practitioner projects
Bibila, S. and Nottingham, P. 2020. Planning practitioner projects. in: Helyer, R., Wall, T., Minton, A. and Lund, A. (ed.) The Work-Based Learning Student Handbook London, UK Macmillan International Higher Education | Red Globe Press. pp. 183-203

Book chapter

Implementing practitioner research projects
Nottingham, P. and Biblia, S. 2020. Implementing practitioner research projects. in: Helyer, R., Wall, T., Minton, A. and Lund, A. (ed.) The Work-Based Learning Student Handbook London, UK Macmillan International Higher Education | Red Globe Press. pp. 204-224

Book chapter

From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature
Winstone, N., Boud, D., Dawson, P. and Heron, M. 2022. From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education. 47 (2), pp. 213-230. https://doi.org/10.1080/02602938.2021.1902467

Article

Feedback that works: a realist review of feedback interventions for written tasks
Ajjawi, R., Kent, F., Broadbent, J., Tai, J., Bearman, M. and Boud, D. 2022. Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education. 47 (7), pp. 1343-1356. https://doi.org/10.1080/03075079.2021.1894115

Article

Impacts of service user involvement in mental health nurse training on management of aggression: a qualitative description research
Obi-Udeaja, J., Kerr, C. and Weller, G. 2020. Impacts of service user involvement in mental health nurse training on management of aggression: a qualitative description research. Work Based Learning e-Journal International. 9 (2), pp. 105-136.

Article

Legal safeguarding for work-based learners in creative educational models
Nikolou-Walker, E. 2020. Legal safeguarding for work-based learners in creative educational models. Work Based Learning e-Journal International. 9 (2), pp. 55-72.

Article

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.

Article

A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062
Scott, D., Nottingham, P. and Wall, T. 2020. A welcome to the “Creativity in Work-Applied Management” special issue, Journal of Work-Applied Management. ISSN 2205-2062.

Edited Journal

From ‘preventing accidents’ to ‘creating safety’: a maverick approach to the challenges of workplace safety
Sharman, A. 2019. From ‘preventing accidents’ to ‘creating safety’: a maverick approach to the challenges of workplace safety. DProf thesis Middlesex University Work Based Learning

DProf thesis

Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis
Yan, Z., Brubacher, S., Boud, D. and Powell, M. 2020. Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training & Development. 24 (4), pp. 357-373. https://doi.org/10.1111/ijtd.12201

Article

Informal learning, practitioner inquiry and occupational education: an epistemological perspective
Loo, S. and Sutton, B. (ed.) 2020. Informal learning, practitioner inquiry and occupational education: an epistemological perspective. London, UK Routledge.

Book

The power of research: exploring active older people participating in Creative Dance – challenging perceptions
Richards, J. and Weller, G. 2019. The power of research: exploring active older people participating in Creative Dance – challenging perceptions. Work Based Learning e-Journal International. 8 (2), pp. 28-58.

Article

Songs of wonder: an inquiry into wonder and magic in everyday and organisational life
Kabalt, J. 2020. Songs of wonder: an inquiry into wonder and magic in everyday and organisational life. DProf thesis Middlesex University / Ashridge Business School Business School

DProf thesis

Professional artefacts: evaluating creative outcomes for work-based inquiry
Nottingham, P. 2020. Professional artefacts: evaluating creative outcomes for work-based inquiry. Journal of Work-Applied Management. 12 (2), pp. 127-139. https://doi.org/10.1108/JWAM-03-2020-0014

Article

A feminist action research inquiry into the hermeneutical injustice of ‘being silenced’ in everyday conversational life
Bayntun-Lees, D. 2020. A feminist action research inquiry into the hermeneutical injustice of ‘being silenced’ in everyday conversational life. DProf thesis Middlesex University / Ashridge Business School Business School

DProf thesis

The need to disentangle assessment and feedback in higher education
Winstone, N. and Boud, D. 2022. The need to disentangle assessment and feedback in higher education. Studies in Higher Education. 47 (3), pp. 656-667. https://doi.org/10.1080/03075079.2020.1779687

Article

Developing a conceptual learning enhancement framework for study abroad programmes: the role of action research in the participation of students
Simos, J. 2020. Developing a conceptual learning enhancement framework for study abroad programmes: the role of action research in the participation of students. DProf thesis Middlesex University Work Based Learning

DProf thesis

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

Article

How does identity influence creative photography
Pericleous Kesta, E. 2020. How does identity influence creative photography. Masters thesis Middlesex University School of Health and Education

Masters thesis

An investigation into the pedagogical practices of a University WBL course in Hong Kong
Fok, S. 2019. An investigation into the pedagogical practices of a University WBL course in Hong Kong. DProf thesis Middlesex University Work Based Learning

DProf thesis

Unleashing the power of reflection, action and collaboration in health care improvement
Akerele, A. 2019. Unleashing the power of reflection, action and collaboration in health care improvement. DProf thesis Middlesex University / Ashridge Business School Business School

DProf thesis

Case study: changing perceptions of the value of driver safety
Kemp, A. 2019. Case study: changing perceptions of the value of driver safety. DProf thesis Middlesex University Work Based Learning

DProf thesis

Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
Malecka, B., Boud, D. and Carless, D. 2022. Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education. 27 (7), pp. 908-922. https://doi.org/10.1080/13562517.2020.1754784

Article

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

Book chapter

What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
Joughin, G., Boud, D., Dawson, P. and Tai, J. 2021. What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education. 46 (1), pp. 80-91. https://doi.org/10.1080/02602938.2020.1733491

Article

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