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Stan Lester
Developments |
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Selected
publications Papers on methodology ► An introduction to phenomenological
research ► Developing professional competence
standards (ComProCom manual) ► “Success factors in
consultancy projects: making ‘maps that work’”, draft for Work-based Learning (2024) Papers on professions, professional development and qualifying
processes “Architecture
in the UK: a study in professional
entry-routes and entry-gates”, Higher
Education, Skills and Work-based Learning
12 (1), 1-12 (2022). “New technology and professional work”, Professions and Professionalism 10
(1), 1-15 (2020) “Reconciling activity-based descriptions of competence
with professional work”, Higher
Education, Skills and Work-based Learning 7 (4), 381-393 (2017) “The
development of self-regulation in four UK professional communities”,
Professions and Professionalism 6 (1), 1-14 (2016) Association and self-regulation in smaller
UK professions, Avista Press (2014) “Professional
competence standards and frameworks in the UK”, Assessment and Evaluation in Higher
Education 39 (1), 38-52 (2014) “Professional
organisation and self-regulation in family mediation in England and Wales”,
Family Law 44, 1338-1341, 1472-1475, and 1610-1613 (2014) Some
notes on European Directives, professions and qualifications frameworks,
input to the Irish Bologna experts conference, Dublin (April 2010) “Professional
bodies’ advanced designations and awards,” Bristol,
Professional Associations Research Network: PARN Occasional Paper
(2009) “Routes
to qualified status: practices and trends among UK professional bodies,”
Studies in Higher Education 34 (2), 223-236 (2009) Routes and requirements for becoming professionally
qualified, Professional Associations Research Network (2008) "Becoming a profession: conservation in the United Kingdom,"
Journal of the Society of Archivists 23 (1), 87-94 (2002) "Professional
bodies, CPD and informal learning: the case of conservation,"
Continuing Professional Development 2 (4), 110-121 (1999). Papers on work-based learning and apprenticeships Beyond Degree
Apprenticeships: conceptualising integrated professional development, UVAC conceptual paper 1
(2024). (S Lester & M Crawford-Lee) “Learning from digital adaptations
to the pandemic: enhancing work-based higher education”, Higher Education, Skills and Work-based
Learning (2023). “Reconsidering negotiated work-based learning in the
digital age”, summary conference paper (2022). “Creating
conditions for sustainable Degree Apprenticeships in England”, Higher Education, Skills and Work-based
Learning 10 (5), 701-714 (2020). (S Lester & D Bravenboer)
Sustainable Degree Apprenticeships,
Middlesex University/Edge Foundation (2020). “Higher vocational education and
training in England”, pp. 44-75 in Hippach-Schneider, U. and
Schneider, V. (eds.), Tertiary vocational education in
Europe: examples from six education systems. Bonn: Bundesinstitut
für Berufsbildung (2016). (The link is
to the full report, 14Mb). (S Lester, D Bravenboer & N Webb) Work-integrated
degrees: context, engagement, practice and quality, literature
review for the Quality Assurance Agency (2016) (Darryll Bravenboer & Stan Lester) “Towards an integrated approach to
professional competence and academic qualification”, Education
+ Training 58 (4),409-421 (2016) “A
qualification system fit for adults? Revisiting some ideas from the
University for Industry”, Higher
Education, Skills and Work-based Learning
5 (2), 102-116 (2015) (S Lester & C Costley)
“Work-based
learning at higher education level: value, practice and critique”,
Studies
in Higher Education 35 (5), 561-575 (2010) "Negotiated work-based learning:
from delivery to realisation”, Capability 5 (1), 6-9
(2002). Papers on competence standards and
frameworks (S Lester, A Koniotaki & J Religa) “ComProCom: a revised model of
occupational competence”, Education
+ Training (2018) “Reconciling activity-based descriptions of competence
with professional work”, Higher
Education, Skills and Work-based
Learning 7 (4), 381-393 (2017) (S Lester & J Religa) “’Competence’ and occupational standards: observations
from six European countries”, Education
and Training 59 (2), 201-214
(2017) Competence: a definition and a
model (ComProCom, 2017) Developing professional competence
standards (guidance manual from the project
ComProCom, 2017) “Competence standards and frameworks: some lessons from
the United Kingdom”, Edukacja ustawiczna Dorosłych/Polish Journal
of Continuing Education 3 (90), 132-141 (2015) “Professional
versus occupational perspectives on work competence”, Research in Post-Compulsory Education 19
(3), 276–286 (2014) “Professional
standards, competence and capability”, Higher Education, Skills and Work-based Learning 4 (1), 31-43
(2014) “Professional
competence standards and frameworks in the UK”, Assessment and Evaluation in Higher
Education 39 (1), 38-52 (2014) Novice to Expert: a table based on the Dreyfus Skill
Acquisition Model Papers on qualifications
and qualification
frameworks “Sequential
schooling or lifelong learning? International frameworks through the lens of
English higher professional and vocational education”, Education
+ Training 60 (2), 213-224 (2018) “Higher vocational education and
training in England”, pp. 44-75 in Hippach-Schneider, U. and
Schneider, V. (eds.), Tertiary vocational education in
Europe: examples from six education systems. Bonn:
Bundesinstitut für Berufsbildung (2016).
(The link is to the full report, 14Mb). “The
European Qualifications Framework: a technical critique”, Research in Post-Compulsory Education
20 (2), 159-172 (2015) “A
qualification system fit for adults? Revisiting some ideas from the
University for Industry”, Higher
Education, Skills and Work-based Learning
5 (2), 102-116 (2015) “Developing
a European practitioner certificate:
the TRAVORS2 project”, Research
in Post-Compulsory Education 18 (3), 297-308 (2013) “The
UK Qualifications and Credit Framework: a critique,” Journal of Vocational Education and
Training 63 (2), 205-216 (2011) Some
notes on European Directives, professions and qualifications frameworks,
input to the Irish Bologna experts conference, Dublin (2010) Qualification and credit levels: a
technical document, Stan Lester Developments (2009) "The construction of qualification levels and frameworks:
issues from three UK projects," Higher Education Quarterly
55 (4), 396-415 (2001) Papers on doctorates “Practice as
Research: developing the workplace project”, pp. 117-133 in V.
Storey & K. Hesbol (eds.), Contemporary approaches to dissertation development and research
methods. Hershey PA, IGI Global (2016) “Creating
original knowledge in and for the workplace”, Studies in Continuing Education 34 (3), 267-280 (2012) (C Costley & S Lester) “Work-based doctorates: professional extension at the
highest levels”,Studies in Higher Education 37
(3), 257-269 (2012) “Doctoral-level qualifications outside of universities”, Work Based Learning 1 (2), 1010rtb
(2010) "Conceptualising the practitioner doctorate",
Studies in Higher Education 29 (6), 757-770 (2004) (K Doncaster & S Lester) "Capability and its development: experiences from a
work-based doctorate", Studies in Higher Education 27
(1), 91-101 (2002) Papers
on learning and development (S Lester & M Crawford-Lee) “Learning from digital adaptations
to the pandemic: enhancing work-based higher education”, Higher Education, Skills and Work-based
Learning (2023). (S Lester & J Hofmann) “Some pedagogical observations on using augmented reality
in a vocational practicum”, British
Journal of Educational Technology
51 (3), 645-656 (2020) “Creating
original knowledge in and for the workplace”, Studies in Continuing Education 34 (3), 267-280 (2012) “Bridging the gap from student to
capable practitioner”, paper developed from project application
Educon (University of Oslo) (2012) (S Lester & C Costley)
“Work-based
learning at higher education level: value, practice and critique”,
Studies
in Higher Education 35 (5), 561-575 (2010) "Negotiated work-based learning:
from delivery to realisation”, Capability 5 (1), 6-9
(2002). (K Doncaster & S Lester) "Capability and its development: experiences from a
work-based doctorate", Studies in Higher Education 27
(1), 91-101 (2002) "Professional
bodies, CPD and informal learning: the case of conservation,"
Continuing Professional Development 2 (4), 110-121 (1999). Papers
on assessment “Work-based
assessment principles and practice,” Stan Lester
Developments/TRAVORS2 resource document (2011) “Professional
practice projects: APEL or development?,” Journal of Workplace Learning 19
(3), 188-202 (2007) "Assessing professional practice 'in the field':
experiences from the PACR scheme," Research in
Post-Compulsory Education 6 (2), 175-185 (2001) "The Professional Accreditation of Conservator-Restorers: developing a
competence-based professional assessment system," Assessment
& Evaluation in Higher Education 24 (4), 411-423 (2000) "Assessing
the self-managing learner: a contradiction in terms?", in D
O'Reilly, L Cunningham & S Lester (eds) Developing the Capable Practitioner: professional
capability through higher education, Kogan Page (1999) Papers on digital learning and new technology (S Lester & M Crawford-Lee) “Learning from digital adaptations
to the pandemic: enhancing work-based higher education”, Higher Education, Skills and Work-based
Learning (2023) “Reconsidering
negotiated work-based learning in the digital age”, summary
conference paper (2022) “New technology and professional work”, Professions and Professionalism 10
(1), 1-15 (2020) (S Lester & J Hofmann) “Some pedagogical observations on using augmented reality
in a vocational practicum”, British
Journal of Educational Technology
51 (3), 645-656 (2020). © Stan
Lester 2023 |
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