Bill Esmond
| Name | Bill Esmond |
|---|---|
| Job title | Professor of Professional Education and Training |
| Research institute | College of Arts, Humanities and Education |
| ORCID | https://orcid.org/0000-0002-9689-0807 |
Research outputs
Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism
Esmond, Bill and Atkins, Liz 2022. Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism. Routledge.Retrieving and recontextualising VET theory
Bill Esmond, Ketschau, T. J., Schmees, J. K., Steib, C. and Wedekind, V. 2022. Retrieving and recontextualising VET theory. bwp@ Berufs- und Wirtschaftspädagogik - online.Teacher Educators in Vocational and Further Education
Esmond, B. 2022. Teacher Educators in Vocational and Further Education . Taylor & Francis. https://doi.org/10.1080/13636820.2022.2088643‘The industrious muse?’ Commodification and craft in further and higher education
Esmond, B. 2022. ‘The industrious muse?’ Commodification and craft in further and higher education . in: Broadhead, S. (ed.) The industrialisation of arts education London Palgrave McMillan. pp. 23–39Re-conceptualising VET: responses to covid-19
Avis, R., Atkins, L., Esmond, B. and McGrath, S. 2020. Re-conceptualising VET: responses to covid-19. Journal of Vocational Education and Training. 73 (1), pp. 1-23. https://doi.org/10.1080/13636820.2020.1861068VET Realignment and the Development of Technical Elites: Learning at Work in England
Bill Esmond and Liz Atkins 2020. VET Realignment and the Development of Technical Elites: Learning at Work in England. International Journal for Research in Vocational Education and Training. https://doi.org/10.13152/ijrvet.7.2.4Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing
Bill Esmond 2020. Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing. Studies in Continuing Education. https://doi.org/10.1080/0158037x.2020.1767564Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator
Esmond, Bill 2019. Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator. Vocations and Learning. https://doi.org/10.1007/s12186-019-09233-0Continental selections? Institutional actors and market mechanisms in post-16 education in England
Esmond, Bill 2019. Continental selections? Institutional actors and market mechanisms in post-16 education in England. Research in Post Compulsory Education.'Bridging' the gap between VET and higher education: permeability or perpetuation?
Esmond, Bill 2019. 'Bridging' the gap between VET and higher education: permeability or perpetuation? VETNET. https://doi.org/10.5281/zenodo.3457492.Higher/degree apprenticeships and the diversification of transitions in England
Esmond, Bill 2019. Higher/degree apprenticeships and the diversification of transitions in England.Apprenticeship teaching in England: new practices, roles and professional formation for educators.
Esmond, Bill 2019. Apprenticeship teaching in England: new practices, roles and professional formation for educators.Beyond comparative institutional analysis: a workplace turn in English TVET
Esmond, Bill 2018. Beyond comparative institutional analysis: a workplace turn in English TVET.The role of education and training in the development of technical elites: work experience and vulnerability
Esmond, Bill, Atkins, Liz and Suart, Rebecca 2019. The role of education and training in the development of technical elites: work experience and vulnerability. VETNET. https://doi.org/10.5281/zenodo.3457494‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England
Esmond, Bill 2017. ‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England. Journal of Vocational Education and Training. 70 (2), pp. 1-20. https://doi.org/10.1080/13636820.2017.1393000More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors
Esmond, Bill and Wood, Hayley 2017. More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2017.1309568Part-time higher education in English colleges: Adult identities in diminishing spaces
Esmond, Bill 2016. Part-time higher education in English colleges: Adult identities in diminishing spaces. Studies in the Education of Adults. 47 (1). https://doi.org/10.1080/02660830.2015.11661672Research methods teaching in vocational environments: developing critical engagement with knowledge?
Gray, Claire, Turner, Rebecca, Sutton, Carole, Petersen, Carolyn, Stevens, Sebastian, Swain, Julie, Esmond, Bill, Schofield, Cathy and Thackeray, Demelza 2015. Research methods teaching in vocational environments: developing critical engagement with knowledge? Journal of Vocational Education and Training. 67 (3), pp. 1-24. https://doi.org/10.1080/13636820.2015.1050443‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college.
Esmond, Bill 2012. ‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college. Journal of Vocational Education and Training. 64 (3), pp. 351-364. https://doi.org/10.1080/13636820.2012.691537Between technological imperative and material culture: The chaîne opératoire of VET policy in England
Esmond, B. 2022. Between technological imperative and material culture: The chaîne opératoire of VET policy in England . in: Herrera, L. M., Teräs, M., Gougoulakis, P. and Kontio, J. (ed.) Learning, teaching and policy making in VET: Emerging Issues in Research on Vocational Education & Training Vol. 8 Stockholm Atlas . pp. 340-369Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment
Esmond, B., Kaur, B. and Atkins, L. 2024. Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment. Journal of Curriculum Studies . pp. 1-17. https://doi.org/10.1080/00220272.2024.2425629Enrichment in colleges after COVID: Spaces for agency and/or cultural reproduction
Esmond, B., Kaur, B. and Atkins, L. 2024. Enrichment in colleges after COVID: Spaces for agency and/or cultural reproduction. Journal of Vocational Education and Training. pp. 1-23. https://doi.org/10.1080/13636820.2024.2393105Theorising VET: European Differences, Commonalities and Contestation
Esmond, B., Kaiser, F. and Avis, R. 2023. Theorising VET: European Differences, Commonalities and Contestation . European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET), Glasgow University.Theorising VET without ‘VET theory’? Foundations and fragmentation of Anglophone VET research
Esmond, B. and Wedekind, V. 2023. Theorising VET without ‘VET theory’? Foundations and fragmentation of Anglophone VET research . bwp@ Berufs- und Wirtschaftspädagogik - online. Spezial (19), pp. 1-28.Continental selections? Institutional actors and market mechanisms in post-16 education in England
Bill Esmond 2019. Continental selections? Institutional actors and market mechanisms in post-16 education in England. Research in Post-Compulsory Education. 24 (2-3), pp. 1-20. https://doi.org/10.1080/13596748.2019.15964343469
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