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Selected publications
Papers on methodology
► “Success factors in
consultancy projects: making ‘maps that work’”, Work-based Learning 12 (2), 1-16 (2024)
► Developing
professional competence standards, publication of the project
ComProCom (2017)
► Soft
systems methodology (2008)
► An introduction to phenomenological research (1999).
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Papers on professions, professional development and qualifying
processes
► Higher and Degree Apprenticeships as professional
entry and progression routes, Bolton, UVAC (2025)
► Professional (self-)regulation and
qualified status in the UK, paper for UVAC (2025)
► “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).
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Papers on work-based
learning and apprenticeships
► Higher and Degree Apprenticeships as professional
entry and progression routes, Bolton, UVAC (2025)
► “Integrated professional development
pathways: learning-integrated work?”, pp. 125-141 in Barr,
M. (ed). Approaches to work-based learning in higher education. Routledge (2025) (link is to abstract on
publisher site)
► Assessment challenges in integrated professional
development, UVAC conceptual paper 3 (2024)
► 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)
► (S Lester, D Bravenboer & F Lillis) Tri-partite reviews: a signature pedagogy for police
education, Middlesex University (2021)
► “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, 4Mb).
► (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).
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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
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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, 4Mb).
► “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)
► “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)
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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)
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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).
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Papers on assessment
► Assessment challenges in integrated professional
development, UVAC conceptual paper 3 (2024)
► “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)
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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).
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© Stan
Lester 2023
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