Work-related and professional learning in the curriculum

The design of doctorate curricula for practising professionals
Armsby, P., Cranfield, S. and Costley, C. 2018. The design of doctorate curricula for practising professionals. Studies in Higher Education. 43 (12), pp. 2226-2237. https://doi.org/10.1080/03075079.2017.1318365

Stakeholders and the Design of Doctoral Curricula for Practicing Professionals.
Armsby, P., Costely, C., Cranfield, S. and Costley, C. 2016. Stakeholders and the Design of Doctoral Curricula for Practicing Professionals. Fifth International Conference on Professional Doctorates. Belfast 16 Mar 2016 UK Council for Graduate Education.

Insider Research and Impact on an Institution (University).
Armsby, P. 2016. Insider Research and Impact on an Institution (University). Fifth International Conference on Professional Doctorates. Titanic, Belfast 15 - 16 Mar 2016 UK Council for Graduate Education.

Recognising and Accrediting Prior and Experiential Learning
Armsby, P. and Helyer, R. 2015. Recognising and Accrediting Prior and Experiential Learning. in: Helyer, R. (ed.) Facilitating Work Based Learning London Palgrave Macmillan. pp. 94-113

Developing professional learning and identity through the recognition of experiential learning at doctoral level
Armsby, P. 2013. Developing professional learning and identity through the recognition of experiential learning at doctoral level. International Journal of Lifelong Education. 32 (4), pp. 412-429. https://doi.org/10.1080/02601370.2013.778070

The accreditation of prior learning in professional doctorate curricula
Armsby, P. 2012. The accreditation of prior learning in professional doctorate curricula. 3rd International Conference on Professional Doctorates. Florence, Italy. 2 - 3 April 2012

Accreditation of experiential learning at doctoral level
Armsby, P. 2012. Accreditation of experiential learning at doctoral level. Journal of Workplace Learning. 24 (2), pp. 133-150. https://doi.org/10.1108/13665621211201715

Recognition is deserved, qualifications are merited. Where does that leave fairness in accreditation?
Gibbs, P. and Armsby, P. 2011. Recognition is deserved, qualifications are merited. Where does that leave fairness in accreditation? European Journal of Education. 46 (3), pp. 388-396. https://doi.org/10.1111/j.1465-3435.2011.01487.x

CETL for work based learning: enhancing innovation and creativity in teaching and learning
Workman, B., Armsby, P., Durrant, A. and Frame, P. 2011. CETL for work based learning: enhancing innovation and creativity in teaching and learning. Higher Education, Skills and Work-based Learning. 1 (3), pp. 273-288. https://doi.org/10.1108/20423891111179669

Where to next? The shape of doctorates for now and the future
Malloch, M., Armsby, P., Clarke, C., Evans, T. and Sorenson, J. 2011. Where to next? The shape of doctorates for now and the future. Second International Conference on Professional Doctorates. John McIntyre Conference Centre, Edinburgh 20-21 April 2011

Towards a metric for measuring the value of professional doctorates
Armsby, P. and Dreher, M. 2011. Towards a metric for measuring the value of professional doctorates. in: Fell, A., Flint, K. and Haines, I. (ed.) Professional Doctorates in the UK 2011 Lichfield UK Council for Graduate Education.

Designing professional doctorate curricula: the case of Higher Education practitioners
Armsby, P. 2011. Designing professional doctorate curricula: the case of Higher Education practitioners. 7th International Conference on Researching Work and Learning. Shanghai, China 4-7 December 2011

Higher education quality and work-based learning: two concepts not yet fully integrated
Gibbs, P. and Armsby, P. 2010. Higher education quality and work-based learning: two concepts not yet fully integrated. Quality in Higher Education. 16 (2), pp. 185-187. https://doi.org/10.1080/13538322.2010.485729

Learning to be an architect: the office and the studio
Coldham, S. 2009. Learning to be an architect: the office and the studio. 6th International Conference on Researching Work and Learning. Roskilde, Denmark 28 Jun - 01 Jul 2009

Developing the coach: using work based learning masters and doctorate programmes to facilitate coaches learning
Armsby, P. and Fillery-Travis, A. 2009. Developing the coach: using work based learning masters and doctorate programmes to facilitate coaches learning. UALL Work Based Learning Network Annual Conference: the Impact of Work Based Learning for the Learner. University of the West of England 13 - 14 Jul 2009

Developing work based learning at doctoral level
Armsby, P. and Costley, C. 2009. Developing work based learning at doctoral level. in: Garnett, J., Costley, C. and Workman, B. (ed.) Work based learning: journeys to the core of higher education London Middlesex University Press. pp. 102-117

Using reflective practice in an interprofessional complementary therapies programme
Coldham, S. 2004. Using reflective practice in an interprofessional complementary therapies programme. in: Tate, S. and Sills, M. (ed.) The development of critical reflection in the health professions Learning and Teaching Support Network (LTSN) Centre for Health Sciences and Practice.

Working towards integrated healthcare: developing complementary therapies at the University of Westminster
Isbell, B., Coldham, S., Elliott, R. and Shaw, S. 2003. Working towards integrated healthcare: developing complementary therapies at the University of Westminster. Complementary Therapies in Nursing and Midwifery. 9 (3), pp. 114-117. https://doi.org/10.1016/S1353-6117(03)00051-9

Educating the reflective practitioner: graduates in practice
Coldham, S. 2003. Educating the reflective practitioner: graduates in practice. Journal of Alternative & Complementary Medicine. 9 (5), pp. 795-798. https://doi.org/10.1089/107555303322524670

The graduate in a developing profession
Moir, F. and Coldham, S. 1994. The graduate in a developing profession. European Journal of Oriental Medicine. 1 (3).