ma in lifelong learning education for the professions (module number mmalll_07) module co-ordinator:...

MA in Lifelong Learning

Education for the Professions(Module Number MMALLL_07)

Monday 7th October 2013– Friday 13th December 2013.

Thursday Evenings17.30-20.30

Module Co-ordinator: Professor Michael Young

Module Administrator: Crystal [email protected]

Module Tutor: Professor Michael Young

Visiting Speakers: Dr Ben Kotzee (Birkbeck College)

1

mailto:[email protected]

Other IOE Speakers: Professor David GuileDr Judith Suissa

Module Rationale This module addresses the following questions:

Why are advanced industrial societies becoming more'professionalised'?

What are the consequences of this process for professionalactivity in general, professional practice in workplaces andthe historic split between the professional and vocationaleducation?

How have these developments effected: professional and vocational) formation and continuing

professional learning? the standards for professional competence and the

validation of the professional license to practice?

Can we theorise professional ethics, knowledge, and learningin this new context in ways that facilitate the development ofrather than the diminution of professional practice?

What challenges does the emergence of inter-professionalpractice set for current ideas about professional ethics,knowledge and learning?

To do so, the module utilises historical, philosophical,psychological and sociological perspectives to address anumber of issues that are relevant for all professions in theprivate and public sector. These include:

2

issues concerning professional identity - the way inwhich the increased use of professionalism as aninstrument of occupational change and social control inoccupations enhances or inhibits the development ofpersonal professional identity;

epistemological issues - the way in which particularstructurings of knowledge in higher education andepistemic activity in workplaces influence the status anddevelopment of different professions;

pedagogic issues - the way in which educational andworkplace practices influence the development ofprofessional knowledge and practical judgement;

ethical issues - the changing relationships inprofessional accountability and regulation and theirconsequences for the ethical basis of professionalpractice.

The course also offers opportunities for members of anyprofession to develop a critical perspective on a number ofcommon issues prevalent in contemporary professional life,such as, marketisation and managerialism, competence andperformance review and continuous professional development(CPD). The course aims to provide you with concpetuato re-think the implications of their analysis of these issues fortheir own professional practice.

The aims of the module are to enable participants tocritically appraise:

a range of literature and research on the emergence andnature of the professions and professional education,knowledge and learning

different manifestations of professional and inter-professional expertise and their implications for modelsof professional/vocational formation and continuinglearning

national and international developments in accreditationand regulation of the professions

the social and institutional constitution of theirparticular profession and their own professional practice

NOTE 3

For this year the Module has been reduced to FIVEsessions as follows:

MA(Lifelong Learning)

EDUCATION FOR THE PROFESSIONS( October to December 2013) (Abbreviated programme)

Session 1- Thursday October 10th- Introduction to the Module1. Professions in context; history and theories 2. Discussion ‘what is a profession?

Key ReadingsAre professions as a distinct type ofoccupation?*Harold Wilensky The Professionalisation ofeveryone, American Journal of Sociology,Volume LXX, No 2 , pp 13 *Perkin H. (1989) 'The meaning of professionalsociety', pp. 1-26 (chapter 1) The Rise ofProfessional Society: England Since 1880.London: Routledge.

Session 2 –Thursday October 24 : Professions; Issues of trust, knowledge and identity1. Discussion of last week’s key readings2. Professions and Professional knowledge; an introduction(Michael Young)

4

Key readings*Young.M (2008) Professions and ProfessionalIdentities, in M.Young(2008) BringingKnowledge Back In, Routledge,

*J. Beck and M.Young(2005), The assault on theprofessions and the restructuring of academicand professional identities. A Bernsteiniananalysis, British Journal of Sociology ofEducation Vol 26,, 2

Session 3- Thursday November 7th-Professional

Knowledge and expertise

1. Discussion of session 2 key readings- Are

professions under assault?

2. Approaches to professional expertise(Visiting

Speaker - Dr Ben Kotzee, University of Birmingham)

Key readings

Kotzee.B(2012) Expertise, fluency and social realism

about professional knowledge, Journal of Education

and Work, Vol No , pp 1-18

5

Kotzee.B(2014) Differentiating forms of professional

expertise( in Young.M and Muller(Eds) Knowledge,

Expertise and the Professions, Routledge 2014

Session 4- Thursday November 28th-Professional Ethics and Morals

1. Discussion of key reading(Kotzee) 2. The professional ethics; contrasting approaches (Visiting Speaker, Dr Judith Suissa, Institute of Education)

Key Readings* ‘Theory and Practice’, (Chapter One) inJonsen, A. and Toulmin, S. (1988) The Abuse ofCasuistry; A History of Moral Reasoning. California:University of California Press.

Session 5-Thursday December 12th - Professionaland inter-professional work and learning

1. Visiting Speaker- Professor David Guile-(MA(LLL) Course Coordinator, IOE)2. Review of the Module – assignments, tutorials etc

Key readings * A. Sfard(1998) On two metaphors for learningand the dangers of choosing just one. EducationalResearcher 27: 4 -13.

6

D. Guile(2011) Inter-professional working andlearning. Mind ,Culture and Activity. 18 (4).

Students will notice that key readings and topic have beenselected out of the full programme. They are encouragedto follow up other sessions in their reading. Additionaltutorials will be provided to support students taking themodule.

Summary of the Module:

Please try and read at least one of the Key Readings, available on Moodle,prior to every session. Even though it may not refer to your work, try and

identify its argument and locate your work in it.

Week 1: Thursday 10 October

The emergence of professions

*Perkin H. (1989) 'The meaning of professional society', pp.1-26 (chapter 1) The Rise of Professional Society: England Since 1880.London: Routledge.*Evetts, J. (2003) ‘The sociological analysis ofprofessionalism: occupational change in the modern world’.International Sociology. 18:2: 395-415.


Are Professions a distinct type of occupation?

* Wilensky, H. (1964) The Professionalisation of everyone,American Journal of Sociology, Volume LXX, No 2 , pp 137-158

*Adler. P, Kwon Seok-Woo, and Heckscher.C (2008) Professionalwork: the emergence of collaborative community. OrganisationScience. 19 ( 2): 359-376.

7


Professions and Professional knowledge; challenges andopportunities

*Young. M (2008) Professions and Professional Identities, inM.Young (2008) Bringing Knowledge Back In, Routledge, London.

*J. Beck and M.Young (2005), The assault on the professionsand the restructuring of academic and professional identities.A Bernsteinian analysis, British Journal of Sociology ofEducation Vol 26, 2 Week 4: Thursday 31 October

Professional knowledge and professional education

*Muller.J (2009) Forms of Knowledge and Curriculum Coherence,Journal of Education and Work, 22, No 3

*Case, J. (2011) Knowledge Matters: Interrogating thecurriculum debate in engineering using the sociology ofknowledge, Journal of Education, No 51,

Week 5: Thursday 7 November

Approaches to professional ethics

* Jonsen, A. and Toulmin, S. (1988) ‘Theory and Practice’,(Chapter One) in The Abuse of Casuistry; A History of Moral Reasoning.California: University of California Press.


Professions and the idea of expertise

* B.Kotzee (forthcoming 2012) ‘Expertise, fluency and socialrealism about professional knowledge’, Journal of Educationand work.

* Bassnett, S. (2005) 'The importance of professionaluniversity administration: a perspective from a senior

8

university manager'. Perspectives: Policy and Practice in Higher Education,9 (4), 98 — 102


Issues in Professional learning

*C. Rogers(2002) Defining Reflection, Teachers College Record,104, (4)

*Schon D (1987) Educating the Reflective Practitioner. San Francisco,Jossey Bass. Chapter 1 ‘Preparing Professionals for the Demandsof Practice’ AND Chapter 2 ‘Teaching Artistry ThroughReflection-in-Action’


Professional and vocational education- convergence ordivergence ?

* Carr, D. (1999) Professional Education and ProfessionalEthics. Journal of Applied Philosophy. 16(1): 33-46.

Week 9: Thursday 5 December

Changes in Professional education- the case of medicine* Sfard, A. (1998) On two metaphors for learning and the dangersof choosing just one. Educational Researcher 27: 4 -13.


Inter-professional learning and practice

Guile, D. (2011) Inter-professional working and learning.Mind ,Culture and Activity. 18 (4).

Assessment9

Assessment will be through a written assignment of 5,000 wordson themes connected with the module and a list of recommendedtitles will be provided. You may vary the word limit by 10%either way, but an essay with a word length of more than 5500words or less than 4500 words will automatically fail.

Course participants are encouraged to submit a proposal forapproval for their assignment to their tutor for comments byMonday 2 December 2013 and a ‘formative draft’ by Monday 20January 2014. The final version for submission should behanded in by Tuesday 18 February 2014. Participants shouldnot expect their tutors to predict grades from these draftassignments (final grading depends on dual marking andexternal examining).

Pedagogy

The primary aim of this module is provide you with conceptual tools for understanding the changes you face or are likely to face in your professional work and to introduce you to what we think are relevant and challenging bodies of relevant research and scholarship. We hope the module will inspire some of you togo on to do your own research.

We aim to enable students to gain a critical perspective on current changes in professional work and the various bodies of research which analyse them. However a major resource on the module will be your own experience and your reaction to the texts that we ask you to read. We therefore place great emphasis on discussion, debate and questions both during and after the lectures and in the small group activities. This is why we have two requests to make to those joining the course.

1. Please reflect on your own work before beginning the module, the pressures and constraints that you are under, the sense you have of being a member of a profession and what this means, and the opportunities that you see ahead of you. You may find it useful to write down these thoughtsbefore you begin the module.

10

2. Please read the key texts before each session(they are shaded and will be available on line and ask your self questions such as ”is the argument clear and do I agree with it?” “How does what is said in the text compare with my experience?” Where you do not understand something in a text make a note of it and raise it in the discussion.

Week by week outline


The emergence of professions

Overview

In this session we will introduce historical and sociologicalperspectives on the emergence of the professions from thevocations and the increasing process of ‘professionalisation’of all occupations in advanced industrial societies. In doingso, the lecture will consider; (i) the changing relationbetween the State, the professions and the market, and therange of ways in which this has developed in different casesin the public and private sectors; and, (ii) the shift fromconceiving of professionals as ‘legislators’ to ‘interpreters’of human affairs and its implications in relation to themarket-driven reform of the past thirty years and theirconcomitant forms of increased professional accountability.The lecture will conclude with some thoughts about the extentof the challenge these developments pose to the autonomy,ethical base and education of the professions.

Aims To examine key themes in the history of the professions To consider how professions have related historically to

social class, gender and the State To analyse social and political changes related to the

professions since the 1970s11

To discuss specific examples of the professions and theirhistorical development

Outcomes To understand major issues in the history of the

professions To appreciate the significance of social class and gender

dynamics in the history of the professions To recognise the changing relationship between professions

and the State To appreciate similarities and differences in the

historical development of the Background ReadingBaumann, Z, (1989) Legislators and interpreters: on modernity, post-modernity, and intellectuals. Polity, London Giddens, A. (1990) The Consequences of Modernity. Stanford,California: Stanford University Press.Hage, J. and Powers, C. (1992). Post-Industrial Lives: Role andrelationships in the 21st Century. London: Sage.Friedson, E. (2001) The Third Logic. London: PolityJohnson T (1993) ‘Expertise and the State' in Gane, M andJohnson, T. (Ed) Foucault's New Domains. London RoutledgeKnorr Cetina, K. D. (2002) Transitions in Post-SocialKnowledge Societies. In D. Ben-Rafael, and E. Sternbereg(Eds.) Identity, Culture and Globalization. Leiden-Boston-Koln: Brill.Perkin H. (1989) 'The meaning of professional society', pp. 1-26 (chapter 1) The Rise of Professional Society: England Since 1880.London: Routledge.


Are professions as a distinct type of occupation?

OverviewThis session will consider some of the consequences of theincreased use of professionalism in a wide range ofoccupations and organizational work places. Questions will be

12

raised about the legacy and relevance of some theorising andresearch work on professional groups in medicine, health andlaw. Instead it will be suggested that professionalism can beanalysed as a powerful instrument of occupational change andsocial control in occupations in very different work,organizational and employment relations, contexts andconditions. Questions will be raised about the use of thediscourse of professionalism as a management tool in workorganizations; about trust, discretion and competence inprofessional work; and accountability, regulation and controlof practitioners.

Aims To raise and demonstrate the links between key aspects of

professionalism, trust, competence and discretion. To understand the main differences between professional and

organizational methods of controlling work. To provide conceptual tools for appreciating and discussing

the current challenges to professionalism.

Outcomes To understand the extent of issues involved in the

professionalization of work and occupations. To be familiar with current issues and debates in respect

of profession, professionalization and professionalism.

Key ReadingsEvetts, J. (2003) ‘The sociological analysis ofprofessionalism: occupational change in the modern world’.International Sociology. 18:2: 395-415.Adler.P, Kwon Seok-Woo, and Heckscher.C (2008) Professionalwork: the emergence of collaborative community. OrganisationScience. 19 (2): 359-376.

Background ReadingCrompton, R. (1990) ‘Professions in the current context’.Work, Employment and Society. Special Issue 147-66.

13

Exworthy, M. and Halford, S. (1999) (eds) Professionals and theNew Managerialism in the Public Sector. Buckingham: Open UniversityPress.Fournier, V. (1999) ‘The appeal to “professionalism” as adisciplinary mechanism’. Sociological Review. 47:2: 280-307.Freidson, F. (2001) Professionalism: the third logic. London: PolityPress. Esp. Chs. 8 and 9.


Professions and Professional knowledge

*Young. M (2008) Professions and Professional Identities, inM.Young (2008) Bringing Knowledge Back In, Routledge,

*J. Beck and M.Young(2005), The assault on the professions andthe restructuring of academic and professional identities. ABernsteinian analysis, British Journal of Sociology ofEducation Vol 26, 2

Overview and additional readings to follow


Professional knowledge and professional education

*Muller. J (2009) Forms of Knowledge and Curriculum Coherence,Journal of Education and Work, 22, No 3 *Case, J. (2011) Knowledge Matters: Interrogating thecurriculum debate in engineering using the sociology ofknowledge, Journal of Education, No 51, 2010


Week 5. Thursday 7 November

The ethics of professional work

This session examines the ways in which differentphilosophical traditions have informed different approaches toprofessional ethics. Specifically, we will look at the

14

difference between ‘applied ethics’ and ‘practical ethics’ astwo different perspectives on how to deal with moral questionsarising in professional contexts.

We begin with the prior question of whether professionalethics can in fact constitute a distinct realm of philosophy,and discuss the ways in which philosophers from differenttraditions have answered this question.

In order to develop the discussion, we will draw on somecentral philosophical concepts and distinctions, most of whichwill be explained briefly in an introductory overview, and arecovered in the background literature. We will focus on thecontrast between analysis and synthetic reasoning, the conceptof a practice, and the Aristotelian notion of phronesis(practical judgement).

Aims To encounter different philosophical approaches to

morality, moral problems and moral reasoning. To appreciate the ways in which these different approaches

are reflected in different conceptions of professionalethics.

Outcomes To be able to articulate philosophical questions about the

nature of professionalism. To be able to critically assess the treatment of ethical

issues within professional contexts.

Key Reading

‘Theory and Practice’, (Chapter One) in Jonsen, A. andToulmin, S. (1988) The Abuse of Casuistry; A History of Moral Reasoning.California: University of California Press.

Background Reading

15

Hampshire, S. (1983) ‘Fallacies in Moral Philosophy’ inHauerwas, S. and MacIntyre, A. (Eds) Revisions: Changing Perspectivesin Moral Philosophy. France: University of Notre Dame Press.MacIntyre, A. (1981) After Virtue.USA: Duckworth. MacIntyre, A. (1984) ‘Does Applied Ethics Rest on Mistake?’ Monist, 67(4):498-513.Williams, Bernard (1995) ‘Ethics’ in Grayling, A.C. (ed.) Philosophy; A Guide Through the Subject. Oxford University Press


Professions and the idea of expertise

* B.Kotzee (forthcoming 2012) ‘Expertise, fluency and socialrealism about professional knowledge’, Journal of Educationand work.

* Bassnett, S. (2005) 'The importance of professionaluniversity administration: a perspective from a senioruniversity manager'. Perspectives: Policy and Practice in Higher Education,9 (4), 98 — 102



Issues in professional learning

This session will start by using the work of Schon to initiatean examination of professional knowledge, learning and practice.Specifically, the session will appraise critically Schon'sargument that the hallmark of professional learning is thedevelopment of a capacity to reflect. The session will then moveon to consider Lave and Wenger's claim that the epistemologicalprinciple of learning is participation in a community ofpractice. Both writer;s work will be used to explore thestrengths and weaknesses of overly individualised andcollectiivised accounts of professional learning. The sessionwill conclude with a critical appraisal of the differentconceptions of theory-practice relation in Schon and Lave and

16

Wenger's work. This will pave the way for a discussion of therelation between professional education and professionallearning.

Aims To understand Schon’s critique of technical rationality and

arguments for the education of professionals To understand Lave and Wenger's critique of cognitive

theories of learning To explore contemporary conceptions of professional

education and practice

Outcomes To understand the extent of issues involved in an

examination of the relation of theory to practice forprofessionals

To become familiar with the implications for professionaleducation

To critique conceptions of the relationship between‘theory’ and ‘practice’ in professional education

Key Readings

* Rogers, C. (2002) Defining Reflection, Teachers CollegeRecord, 104, (4)

*Schon, D. (1987) Educating the Reflective Practitioner. San Francisco,Jossey Bass. Chapter 1 ‘Preparing Professionals for the Demandsof Practice’ AND Chapter 2 ‘Teaching Artistry ThroughReflection-in-Action’

Additional Readings

Dewey, J. (1933) The Latter Works, Volume 8, including How WeThink, Southern Illinois University PressDunne, J. (1997) Back to the Rough Ground Practical: Judgement and the lure oftechnique. University of Notre Dame Press

17

Miettinen, R. (2000). The concept of experiential learning andJohn Dewey’s theory of reflexive thought. International Journal ofLifelong Learning. Jan-Feb 2000, 54-72.Billet, S. (2002) ‘Towards a Workplace Pedagogy: Guidance,Participation and Engagement’. Adult Education Quarterly.53( 1): 27-44Engestrom, Y. (2003) ‘The new generation of expertise: seventheses’, in Rainbird, H., Fuller, A., and Munro, A., (eds)Workplace Learning in Context. London: Routledge.Eraut, M. (2003) ‘Transfer of Knowledge Between Education andthe Workplace’, in Rainbird, H., Fuller, A., and Munro, A.,(eds) Workplace Learning in Context. London: Routledge.

Lave, J. and Wenger, E. (1991) Situated Learning. Cambridge: CUPPress


Professional and vocational learning: Bridging the Vocational-Professional Divide

Overview

The terms ‘vocational education’ and ‘professional education’reflect a hierarchy of occupational types and roles thatemerged in Britain in the late 18th and early 19th centuries.Over the years, the practice of vocational and professionaleducation (and training) occupied different institutionalspaces and referred to different regulatory and governanceprocedures. Today, the boundaries are still strong in certainoccupational sectors, but increasingly blurred in others.Outside Britain, there are different conceptions of thevocational and the professional, though the hierarchicaldimension can also be found. As the economic landscape andapproaches to work organisation change, so the meaning of‘skills’ and ‘vocational knowledge’ are also subject toconstant challenge. The issues raised have profoundimplications for education, training and qualificationsystems, for labour market segregation and mobility, and forindividual identity. For some, the ‘professions’ denote

18

occupations that have a stronger ethical value and, hence,demand a different type of preparatory education and training(e.g. see Carr, 1999). This session will explore thehistorical and cultural evolution of thevocational/professional divide and the ways in which thedivide is viewed and experienced in contemporary society. Arange of theoretical perspectives (philosophical,sociological, social policy, and political science) will beused to interpret the enduring complexity of this sociallyconstructed phenomenon.

Aims To outline the cultural and historical underpinnings of the

vocational/professional divide and its consequences fornational education and training systems, economies andlabour markets

To provide students with conceptual tools to analyse therole of the vocational/professional divide in contemporarysociety.

Outcomes Developed ability to identify the conception and

characteristics of vocational and professional education inBritain and other countries.

Developed ability to critically appraise the role andmeaning of vocational and professional education incontemporary society.

Key reading

Carr, D. (1999) Professional Education and ProfessionalEthics. Journal of Applied Philosophy. 16(1): 33-46.

Background readingAinley, P. (1993) Two Approaches to the Question of ‘Skill’,Chapter 2 in Ainley, P., Class and Skill. London: Cassell, pp.5-24.

19

Brown, A. and Kirpal, S. (2004) ‘Old Nurses with NewQualifications are Best’: Competing Ideas about the Skillsthat Matter in Nursing in Estonia, France, Germany and the UK,in Warhurst, C., Grugulis, I. and Keep, E. (eds) The Skills thatMatter. Basingstoke: Palgrave Macmillan, pp.225-241.Clarke, L. and Winch, C. (2006) A European skills framework?—but what are skills?Anglo-Saxon versus German concepts. Journal of Education and Work.19(3): 255–269.Eraut, M. (1994) The Context for Professional Education andDevelopment, Chapter 1 in Eraut, M., Developing ProfessionalKnowledge and Competence. London: The Falmer Press, pp.1-18.Hager, P. (1990) Vocational education/general education: afalse dichotomy? Studies in Continuing Education. 12(1): 13-23.Perellon, J-F (2003) The Creation of a Vocational Sector inSwiss Higher Education: balancing trends of systemdifferentiation and integration. European Journal of Education.38(4):357-370.Unwin, L. (2004) Growing Beans with Thoreau: rescuing skillsand vocational education from the UK’s deficit approach.Oxford Review of Education. 30:1,

Week 9. Thursday 5 December

Changes in Professional education- the case of medicine

This session explores recent moves to ‘professionalise’ medicaleducation, through the adoption of particular teaching, learningand assessment practices and accreditation of doctors’educational roles. This has led to new forms of work activity,collectively referred to as ‘faculty development’ emerging inmedical schools, postgraduate deaneries and NHS workplaces. Inthis session, the medical profession’s response to theprofessionalisation of medical education will be examined withreference to a recent study of one postgraduate deanery. Thisstudy draws upon the theoretical tools of Cultural HistoricalActivity Theory (Engestrom 2001) and Sfard’s ‘metaphors-for-learning’ in order to reveal a more differentiate response tothe professionalisation of medical education than theliteratures suggest. The session will also explore the extent to

20

which the ‘professionalisation’ of medical education may be moreaccurately seen as a move from occupational to organizationalforms (Evett’s 2005, 2009).

Aims To use medical education as an exemplar of the changing

conceptions of professionalism in professional educationand practice

Key reading

Sfard, A. (1998) On two metaphors for learning and the dangersof choosing just one. Educational Researcher, 27: 4 -13.

Additional Readings

Engestrom, Y. (2001) Expansive learning at work: toward anactivity theory reconceptualisation. Journal of Education andWork 14(1); 133-156


Inter-professional learning and practice - David Guile

Overview

This session will build upon the idea that all human work,whether professional or vocational, is grounded in action andorganised as a practice. The session will firstly considerthis proposition in relation to recent debates about expertiseand the increasing development of inter-professional activityin advanced industrial societies; and secondly, consider theimplications of these developments for professional formationand learning, and appraise critically the extent to whichinter-professional expertise is an issue for national andinternational policies for professional learning.

21

Aim To provide philosophical and sociological concepts to re-

think professional practice and learning in a ‘knowledgesociety’

Outcome To be able to use philosophical and sociological concepts

to appraise critically the emergence and development ofinter-professional practice;

To be able to use philosophical and sociological conceptsto re-think the relation between learning, knowledge andcompetence in relation to their own professional field.

The second part of the session will consist of an evaluationof the module.

Key Reading

D. Guile (2011) Inter-professional working and learning.Mind ,Culture and Activity. 18 (4).

Background ReadingBereiter, Carl (1993) Surpassing ourselves: an inquiry into the nature andimplications of expertise. New York: Open Court.Dreyfuss, H. and Dreyfuss, S (1986). Chapter 1. ‘From Expertto Novice’ in Mind Over Machine. Oxford: Blackwell.Dunne, J. (1997) Ch 8, page 237-53. Back to the Rough GroundPractical: Judgement and the lure of technique. France: University ofNotre Dame Press.Engeström, Y., (2003) ‘The New Generation of Expertise: SevenTheses’ In Rainbird, H., Fuller, A., and Munro, A., (eds.)Workplace Learning in Context. London: Routledge.

Additional ReadingHutchins, E. (1995) Cognition in the Wild. Cambridge. MIT Press.

22

Transitions in Post-Social Knowledge Societies. In D. Ben-Rafael, and E. Sternbereg (Eds.), Identity, Culture andGlobalization. Leiden-Boston-Koln: Brill.

Knorr Cetina, K. (1997). Sociality with Objects. SocialRelations in Postsocial Knowledge Societies. Theory, Cultureand Society, 14 (4), 1-30.

Knorr Cetina, K. (1999). Epistemic Communities. Harvard:Harvard Education Press.

23

Useful Web Sites

Professional Bodies

This page contains links to professional bodies, learnedsocieties, staff associations and similar organisations whichmay be of interest to those in the UK education community.

http://www.niss.ac.uk/world/prof-bodies.html

Government Departments

Department for Education and Employmenthttp://www.dfee.gov.uk

Office for Standards in Educationhttp://www.ofsted.gov.uk

Welsh Assembly http://www.wales.gov.uk/index_e.html

Newspapers

Times Educational Supplementhttp://www.tes.co.uk

Times Higher Educational Supplementhttp://thesis.newsint.co.uk/

Other sites

Institute of Learning and Teachinghttp://www.ilt.ac.uk

Society for Research into Higher Educationhttp://www.srhe.ac.uk

Quality Assurance Agencyhttp://www.qaa.ac.uk

24

Center for Sociocultural and Activity Theory Research

Contains useful links page http://www.edu.bham.ac.uk/sat

25

ma in lifelong learning education for the professions (module number mmalll_07) module co-ordinator:...

Documents