Stakeholders and the Design of Doctoral Curricula for Practicing Professionals.

Self-care and entrepreneurism: An ethnography of soft skills development for higher education staff
Fixsen, Alison, Cranfield, S. and Ridge, Damien T. 2018. Self-care and entrepreneurism: An ethnography of soft skills development for higher education staff. Studies in Continuing Education. 40 (2), pp. 181-197. https://doi.org/10.1080/0158037X.2017.1418308

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

Artificial Intelligence in Legal Services: the boundary between disruption and evolution
Kathrani, P. and Cranfield, S. 2017. Artificial Intelligence in Legal Services: the boundary between disruption and evolution.

Reformulating the Problem of Translatability: A Case of Literary Translaboration with the Poetry of Francisco Brines
Cranfield, S. and Tedesco, C. 2017. Reformulating the Problem of Translatability: A Case of Literary Translaboration with the Poetry of Francisco Brines. Translation and Translanguaging in Multicultural Contexts. 3 (3), pp. 304-322. https://doi.org/10.1075/ttmc.3.3.03cra

F. R. Leavis and Pedagogy: the ‘Critical Exchange’
Cranfield, S. 2016. F. R. Leavis and Pedagogy: the ‘Critical Exchange’.

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.

Work-related and professional learning in the curriculum
Coldham, S. and Armsby, P. 2016. Work-related and professional learning in the curriculum. in: Pokorny, H. and Warren, D. (ed.) Enhancing Teaching Practice in Higher Education London Sage. pp. 186-205

Teaching by leading and managing learning environments
Cranfield, S. 2016. Teaching by leading and managing learning environments. in: Pokorny, H. and Warren, D. (ed.) Enhancing Teaching Practice in Higher Education London Sage.

F. R. Leavis: The Creative University
Cranfield, S. 2016. F. R. Leavis: The Creative University. Cham (ZG) Switzerland Springer.

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

Investigating healthcare IT innovations: a ‘conceptual blending’ approach
Cranfield, S., Hendy, J., Reeves, B., Hutchings, A., Collin, S. and Fulop, N. 2015. Investigating healthcare IT innovations: a ‘conceptual blending’ approach. Journal of Health Organization and Management. 29 (7), pp. 1131-1148. https://doi.org/10.1108/JHOM-08-2015-0121

Towards true equality: engaging with LGBTI students at Westminster
Cranfield, S., White, F.R., Wareham, J. and Follows, M. 2014. Towards true equality: engaging with LGBTI students at Westminster. University of Westminster Learning and Teaching Symposium 2014. University of Westminster, London 9 June 2014

The empires of the future are empires of the mind
Frayne, L. and Cranfield, S. 2014. The empires of the future are empires of the mind. Third Westminster Business School Research Conference. University of Westminster, London 9-10 January 2014

Leading as designing: how educational developers in leadership and management studies can use architectural design to facilitate student learning about delivering innovation
Cranfield, S., Marsh, S. and Stone, J. 2014. Leading as designing: how educational developers in leadership and management studies can use architectural design to facilitate student learning about delivering innovation. ICED Conference 2014: “Educational Development in a Changing World”. Stockholm, Sweden 16-18 June 2014 pp. 304-304

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

'Its origin and purpose still a total mystery': Leavis and Kubrick on creativity
Cranfield, S. 2012. 'Its origin and purpose still a total mystery': Leavis and Kubrick on creativity. Leavis: an International Conference. Downing College, Cambridge 28-29 September 2012

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

Leavis at York
Cranfield, S. 2011. Leavis at York. York Alumni Association Newsletter.

Less Cambridge, more York: Leavis's later ideas about the university
Cranfield, S. 2010. Less Cambridge, more York: Leavis's later ideas about the university. Leavis at York. University of York 15-16 October 2010

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

Of purest blue/De purísimo azul: poems by Francisco Brines
Cranfield, S., Tedesco, C., Brines, F. and Gunn, R. Cranfield, S. and Tedesco, C. (ed.) 2010. Of purest blue/De purísimo azul: poems by Francisco Brines. London Get A Grip Publishers.

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

Reconceiving creativity: F. R. Leavis and higher education
Cranfield, S. 2006. Reconceiving creativity: F. R. Leavis and higher education. PhD thesis Institute of Education, University of London School of Lifelong Learning and International Development (LEID)

Developing change management skills: a resource for health care professionals and managers
Iles, V. and Cranfield, S. 2004. Developing change management skills: a resource for health care professionals and managers. London NCCSDO.

Leading from the front may mean asking questions, not issuing instructions: how can leadership research convert to a Masters degree?
Marsh, S., Dolan, T., Cameron, M., Cranfield, S., Stone, J., Stevens, R. and Craven, N. 2003. Leading from the front may mean asking questions, not issuing instructions: how can leadership research convert to a Masters degree? 2nd International Conference on Leadership Research. University of Lancaster Management School 15th - 16th December 2003

Getting on against the odds: how black and ethnic minority nurses can progress into leadership
Cranfield, S. 2002. Getting on against the odds: how black and ethnic minority nurses can progress into leadership. London Department of Health.

Report of a study on the uptake and use of the 'Managing Change in the NHS' publications
Cranfield, S. and Paxton, H. 2002. Report of a study on the uptake and use of the 'Managing Change in the NHS' publications. London NCCSDO.

Making informed decisions on change: key points for health care managers and professionals
Cameron, M., Cranfield, S., Iles, V. and Stone, J. 2001. Making informed decisions on change: key points for health care managers and professionals. London NCCSDO.

Risk behaviours and health care needs of drug-using female prostitutes (part II)
Faugier, J., Cranfield, S. and Sargeant, M. 1997. Risk behaviours and health care needs of drug-using female prostitutes (part II). Journal of Substance Use. 2 (4), pp. 203-209.

Risk behaviours and health care needs of drug-using female prostitutes (part I)
Faugier, J., Cranfield, S. and Sargeant, M. 1997. Risk behaviours and health care needs of drug-using female prostitutes (part I). Journal of Substance Use. 2 (3), pp. 144-149.

Reducing inequality of access and care provision for people affected by HIV/AIDS
Cranfield, S. 1996. Reducing inequality of access and care provision for people affected by HIV/AIDS. in: Faugier, J. and Hicken, I. (ed.) AIDS and HIV: the nursing response London Chapman & Hall. pp. 163-179

Reaching male clients of female prostitutes: the challenge for HIV prevention
Faugier, J. and Cranfield, S. 1995. Reaching male clients of female prostitutes: the challenge for HIV prevention. AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV. 7 (1), pp. 21-32. https://doi.org/10.1080/09540129550126795

HIV and drugs services: the challenge of change
Cranfield, S., Feinmann, C., Ferlie, E. and Walter, C. 1994. HIV and drugs services: the challenge of change. in: Strang, J. and Gossop, M. (ed.) Heroin addiction and drug policy: the British system Oxford Oxford University Press. pp. 322-330