Cover Page

The Wiley Handbooks in Education

The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, subfield, and facet of the discipline—from reform and foundations to K–12 learning and literacy. The Handbooks also engage with topics and themes dominating today's educational agenda—mentoring, technology, adult and continuing education, college access, race, and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, and researchers for years to come.

The Wiley Handbook of Vocational Education and Training
by David Guile (Editor) and Lorna Unwin (Editor)

The Wiley Handbook of Early Childhood Care and Education
by Christopher Brown (Editor), Mary Benson McMullen (Editor), and Nancy File (Editor)

The Wiley Handbook of Teaching and Learning
by Gene E. Hall (Editor), Donna M. Gollnick (Editor), and Linda F. Quinn (Editor)

The Wiley Handbook of Violence in Education: Forms, Factors, and Preventions
by Harvey Shapiro (Editor)

The Wiley Handbook of Global Educational Reform
by Kenneth J. Saltman (Editor) and Alexander Means (Editor)

The Wiley Handbook of Ethnography of Education
by Dennis Beach (Editor), Carl Bagley (Editor), and Sofia Marques da Silva (Editor)

The Wiley International Handbook of History Teaching and Learning
by Scott Alan Metzger (Editor) and Lauren McArthur Harris (Editor)

The Wiley Handbook of Christianity and Education
by William Jeynes (Editor)

The Wiley Handbook of Diversity in Special Education
by Marie Tejero Hughes (Editor) and Elizabeth Talbott (Editor)

The Wiley International Handbook of Educational Leadership
by Duncan Waite (Editor) and Ira Bogotch (Editor)

The Wiley Handbook of Social Studies Research
by Meghan McGlinn Manfra (Editor) and Cheryl Mason Bolick (Editor)

The Wiley Handbook of School Choice
by Robert A. Fox (Editor) and Nina K. Buchanan (Editor)

The Wiley Handbook of Home Education
by Milton Gaither (Editor)

The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
by Andre A. Rupp (Editor) and Jacqueline P. Leighton (Editor)

The Wiley Handbook of Learning Technology
by Nick Rushby (Editor) and Dan Surry (Editor)

The Wiley Handbook of Vocational Education and Training

Edited by David Guile and Lorna Unwin


Notes on Contributors

Vibe Aarkrog is Associate Professor in VET Pedagogy at the Danish School of Education, Aarhus University, in Aarhus, Denmark. Her research and publications concern the interrelation between the school‐based and workplace‐based parts of dual programs, transfer of training and learning, practice‐based teaching, simulation‐based learning, assessment of prior learning, and student dropout.

Sanne Akkerman is Professor of Educational Science at Utrecht University, the Netherlands. Her research interests include boundary crossing, dialogicality, identity, and interest development across contexts. In 2011, she published (with Arthur Bakker) a review study on boundary objects and boundary crossing in the Review of Educational Research, and guest‐edited a special issue on learning at the boundary in the International Journal of Educational Research. More recently, she expanded the boundary‐crossing framework to a multilevel conceptualization in an article with Ton Bruining in the Journal of the Learning Sciences.

Carmela Aprea is Professor of Business and Economics Education at the University of Mannheim, Germany. Her research interests include connectivity and boundary‐crossing approaches in VET, learning and curriculum research in VET, technology‐enhanced learning in business and economics education, and resilience of VET teachers. She is the first editor of the International Handbook of Financial Literacy (Springer, 2016) and a member of the Organisation for Economic Co‐operation and Development (OECD) International Network on Financial Education Research Committee.

Arthur Bakker is Associate Professor at Utrecht University, the Netherlands, where he focuses on mathematics, statistics, and science education as well as vocational education. He worked with Sanne Akkerman on a project on boundary crossing between school and work, which led to a review study in the Review of Educational Research (2011). His research interests include boundary crossing, interest development, embodied design, design research, and learning theories. He is associate editor of Educational Studies in Mathematics. A book on design research in education for early‐career researchers is forthcoming.

Stephen Billett is Professor of Adult and Vocational Education at Griffith University, Brisbane, Australia, and Australian Research Council Future Fellow. He has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner, and policy developer in the Australian vocational education system, and as a teacher and researcher at Griffith University. He is a Fulbright scholar, National Teaching Fellow, recipient of an honorary doctorate from Jyvaskala University in Finland, and elected Fellow of the Academy of Social Sciences of Australia.

Debra Bragg is director of Community College Research Initiatives at the University of Washington in Seattle, and founding director of the Office of Community College Research and Leadership at the University of Illinois at Urbana‐Champaign in the United States. Her research focuses on youth and adult transitions. She has led many research projects on career and technical education and has received funding from the US Department of Labor and numerous philanthropic foundations. In 2015, she was named a Fellow of the American Educational Research Association. In November 2016, she received the Distinguished Career Award from the Association for the Study of Higher Education.

Janet H. Broad is a Lecturer in Education and Professional Development at the UCL Institute of Education, London, UK. She is a teacher educator for the Further Education (FE) sector. Her research interests include the professional development of vocational teachers, both at the initial stages of their development and in their continuing professional development; the development of expertise; and the understanding of vocational knowledge. Her 2016 paper on vocational knowledge was awarded “Highly Commended” by the Journal of Vocational Education and Training. She is currently researching engineering pedagogy in project‐based collaborative learning at UCL with Dr. Ann Lahiff.

John Buchanan is Chair of Discipline, Business Analytics, at the University of Sydney Business School, Sydney, Australia. He has had a long‐standing research interest in the evolution of the labor contract, working life transitions, and the dynamics of workforce development. His current role involves using data science to support the effective reform of vocational education in Australia. He is also helping to link Business School research and education activity with the transformation of health and well‐being in Western Sydney. He has produced many scholarly and policy research publications, the latest as editor (along with Chris Warhurst, Ken Mayhew, and David Finegold) of the Oxford Handbook of Skills and Training, published by Oxford University Press in 2017.

Marius R. Busemeyer is Professor of Political Science at the University of Konstanz, Konstanz, Germany. His research focuses on comparative political economy and welfare state research, education and social policy, public spending, theories of institutional change, and, more recently, public opinion on the welfare state. His recent publications include Skills and Inequality (Cambridge University Press – winner of the 2015 Stein Rokkan Prize for Comparative Social Science Research), an edited volume (with Christine Trampusch) on The Political Economy of Collective Skill Formation (Oxford University Press), as well as a large number of journal articles in leadings outlets of the discipline.

Alberto A. P. Cattaneo is Professor and Head of the Innovations in Vocational Education research field at the Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland, where he also leads the Dual‐T project. His main research interests are in the integration of information and communication technologies (ICT) in teaching‐and‐learning processes, reflective learning in VET, instructional design, multimedia learning (especially the use of hypervideos), teacher education, and teacher professional competence development.

Crina Damşa is Associate Professor at the Department of Education, University of Oslo, Oslo, Norway. Her research focuses on student learning, design of learning environments, and use of digital‐material resources in higher education teaching and learning. Her work highlights learning through collaboration, inquiry‐ and research‐based activities, and connections of course design with pedagogical and disciplinary perspectives. Recent publications highlight ways of introducing students to the practices and knowledge of various domains (software engineering, teaching, and law) and how design for learning can foster student engagement and agentic conduct.

Thomas Deissinger is Professor of Business and Economics Education at the University of Konstanz, Konstanz, Germany. His research interests are in vocational training policy, comparative research, didactical issues such as modularization, and the history of VET. He has published papers on the VET systems in the UK, Australia, and Canada. He is currently researching VET teacher education in Ukraine. In May 2016, he received an honorary doctorate from Kiev National Economic University.

Brian Durham is Deputy Director for Academic Affairs at the Illinois Community College Board in Springfield, Illinois, USA, which coordinates the 48 community colleges in Illinois, United States. Among other areas, he oversees program approval for the system, and he serves on the Illinois Workforce Innovation Board (IWIB), the IWIB Youth committee, and the IWIB Apprenticeship committee. He holds a BA and an MA in Political Science with an EdD from the University of Illinois Urbana‐Champaign, where he focused on Education Policy, Organization, and Leadership with a Higher Education concentration. His research interests include issues affecting community colleges, particularly as they pertain to closing equity gaps.

Karen Evans is Emeritus Professor of Education at the UCL Institute of Education, London, UK, and Honorary Professor in the Economic and Social Research Council Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), London, UK. She is also Honorary Professor at RMIT University, Melbourne, Australia, and Fellow of the Academy of Social Sciences. She has conducted major studies of learning and working life in Britain and internationally. She coordinates an Asia‐Europe Research Network for Lifelong Learning. Her recent publications include the book How Non‐Permanent Workers Learn and Develop (Routledge), which she coauthored in 2018.

Alison Fuller is Professor of Vocational Education and Work and Pro‐Director for Research and Development at the UCL Institute of Education, London, UK. She has been researching and publishing in the field of workplace learning, education (work transitions, apprenticeship, and vocational education), and training for over 25 years. She is a project leader in the ESRC Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), London, UK, where she is researching employee‐driven innovation in the healthcare sector, and also undertaking comparative international research for Cedefop (European Centre for the Development of Vocational Training) on adult apprentices.

Bärbel Fürstenau is Chair of Business and Economics Education at TU Dresden, Dresden, Germany. Her research interests focus on learning and teaching processes in initial vocational and technical education (both at schools and at the workplace), in further education, and in the field of personnel development. Specifically, she is concerned with developing and evaluating complex learning environments, such as case studies or management games. Furthermore, she analyzes how learning strategies such as concept mapping can support individuals in the development of complex knowledge. A very recent area of her research is financial literacy.

Soon‐Joo Gog is the Chief Futurist and Chief Research Officer at the Skills Future Singapore Agency, Singapore, and has held a number of posts in the Singapore government. She leads research and development projects in the areas of the future of work and future of learning. Her research interests include capitalism in the digital economy, new economy firms, skills ecosystems, and skills policies. Some of her more recent projects include the use of artificial intelligence (AI)‐enabled data to predict the impact of technological adoption on the organization of work and learning in workplaces, including in the gig economy. She was awarded her doctorate by the UCL Institute of Education, London, UK.

David Guile is Professor of Education and Work at the UCL Institute of Education, London, UK, where he is also Co‐Director of the Centre for Engineering Education and a project leader in the ESRC Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). He is interested in the changing relationship between work, technology, and education and the implications for professional, vocational, and workplace learning. He is coeditor with Professor David Livingstone, University of Toronto, of the Sense Publishers series entitled Education and the Knowledge Economy. His book, The Learning Challenge of the Knowledge Economy, was published by Sense in 2010.

Paul Hager is Emeritus Professor of Education at the University of Technology Sydney, Australia. His major research focus has been the holistic seamless know‐how that characterizes highly skilled performances of all kinds. This has generated research projects on topics such as informal workplace learning, professional practice (“professional” in its broadest sense), the nature of skills and competence, and group practice. In 2013, Educational Philosophy and Theory published a special issue celebrating Hager's work. He is about to publish a book with David Beckett, provisionally titled The Emergence of Complexity: New Perspectives on Practice, Agency and Expertise.

Aimée Hoeve is Senior Researcher at the Research Centre for Quality of Learning at the HAN University of Applied Sciences in Arnhem and Nijmegen in the Netherlands. Her research theme is designing learning environments and curricula at the school–work boundary in vocational and professional education, with a specific focus on workplace learning.

Claudia Jacinto is a Principal Researcher at the National Council of Scientific Research at the Centro de Estudios Sociales, Buenos Aires, Argentina, and is currently Coordinator of the Youth, Education and Employment Program (PREJET). Her research interests are in youth transitions from school to employment, technical and vocational education and training (TVET) and social justice, education and employment linkages, and the evaluation of skills development policies and programs. She has advised a number of international agencies, including IIEP‐UNESCO (the International Institute for Educational Planning–United Nations Educational, Scientific and Cultural Organization), the International Labor Organization (ILO), Save the Children, Norrag (Network for International Policies and Cooperation in Education and Training), and UNICEF (United Nations Children's Fund).

Laura James is Associate Professor of Tourism Development and Regional Change at Aalborg University, Aalborg, Denmark. Her research interests include organizational learning and innovation, destination governance, regional policy, and tourism development. She has published in the fields of vocational education, regional studies, economic geography, human geography, and tourism and is currently working on projects about the development of food tourism in Scandinavia and about innovation in coastal tourism destinations in Northern Europe.

Wietske Kuijer‐Siebelink is a Lecturer at the Faculty of Health and Social Studies and Senior Researcher at the Applied Research Centre for Public Affairs, HAN University of Applied Sciences, in Arnhem and Nijmegen in the Netherlands. She is currently working in the domain of interprofessional collaboration and education and the development of innovative work‐based learning in health and social studies in the Sparkcentres initiative. She graduated as a human movement scientist in 2002 and was awarded her PhD in Medical Sciences in 2005.

Sanath Kumar was a Research Fellow at the Indian Institute of Management, Bangalore, India, from 1981 to 2013. His key areas of interest include elementary education and literacy, and vocational education and skill development. He specializes in large‐scale research studies and has been involved in consultancy projects for the World Bank and, in India, for the National Literacy Mission, the Ministry of Human Resources Development, and other state government agencies.

Ann Lahiff is a Lecturer in Education at the UCL Institute of Education, London, UK, and a member of the Centre for Engineering Education (CEE) at UCL. Working with vocational practitioners, Ann's teaching and research have centered on the ways in which learning in and for the workplace can be understood and enhanced. She has focused specifically on the observation of vocational practice and the development of expertise. Current projects include Developing the Pedagogy of Project‐Based Collaborative Learning in Engineering Education and (with Lorna Unwin and Matthias Pilz) a comparative project on Apprenticeship in the Aircraft Industry in the UK and Germany.

Yunbo Liu is an Assistant Professor at the Faculty of Education, Beijing Normal University, Beijing, China. She received her PhD from the Chinese University of Hong Kong in 2012. She teaches and conducts research in the economics of vocational education and training and educational finance. She has been involved in many education policy developments and reform initiatives, including the Balanced Development for Provincial‐Level Coordination and Higher Vocational Education initiative. She has published more than 20 articles and book chapters in these areas.

Samuel Muehlemann is a Professor of Human Resource Education and Development at Ludwig Maximilian University of Munich (LMU Munich), Germany. Previously, he was the Deputy Head of the Centre for Research in Economics of Education and a lecturer at the Department of Economics at the University of Bern, Switzerland. In 2013–2014, he was a visiting scholar at the Institute for Research on Labor and Employment at the University of California, Berkeley, USA; and in 2009, he was a visiting academic at King's College London, UK. He is also a research fellow at IZA Bonn, Germany.

Tara Nayana was a Professor at the Centre for Public Policy, Indian Institute of Management, Bangalore, India, from 1986 to 2017. Her key areas of interest include elementary education and literacy, technical education, and vocational education and skill development. She held a Fulbright Post‐Doctoral Fellowship and was a Member of the Knowledge Commission of the Government of Karnataka. She has been a consultant to the World Bank and, in India, to the British High Commission and the National Literacy Mission, Ministry of Human Resources Development.

Monika Nerland is Professor at the Department of Education, University of Oslo, Oslo, Norway. She conducts research on professional learning in education and work, with a special focus on how ways of organizing knowledge and epistemic resources in expert communities provide distinct opportunities for learning and identity formation. She has conducted and led several research projects that investigated these themes comparatively across professions, including teaching, nursing, law, software engineering, and accountancy. She has coedited five books and published extensively in scientific journals on themes related to professional knowledge, expertise, and learning.

Loek Nieuwenhuis is Professor of Professional Pedagogy at HAN University of Applied Sciences in Arnhem and Nijmegen, the Netherlands, and holds a chair at Welten‐institute, a research center for learning, teaching, and technology at the Dutch Open University, Heerlen, the Netherlands. His field of research and publication is vocational and professional education and lifelong learning. His main interests are workplace learning and learning for socioeconomic innovation.

Damian Oliver is one of Australia's leading labor market and VET researchers and a researcher in the Center for Business and Social Innovation at the University of Technology Sydney, Australia. He has a PhD in Industrial Relations from Griffith University, Australia, and degrees in Economics and Organizational Communication. He has delivered research projects and provided advice for many organizations, including the Organisation for Economic Co‐operation and Development (OECD), Eurofound, the Australian Departments of Employment and Education, and TAFE NSW (Technical and Further Education, New South Wales). His contribution to this Handbook is based mainly on research conducted while he was the leading Research Analyst and the Acting Director of the Workplace Research Centre at the University of Sydney, Australia.

Kevin Orr is Professor of Work and Learning at the University of Huddersfield, Huddersfield, UK. He worked for 16 years in further education colleges, and that sector remains the focus of much of his research. He is currently leading a 3‐year project that is investigating subject‐specialist pedagogy in initial teacher education for teachers of vocational science, engineering, and technology in colleges. His most recent book, which he coedited with Maire Daley and Joel Petrie, is The Principal: Power and Professionalism in FE, published by Trentham Books in 2017.

Matthias Pilz is Professor of Economics and Business Education at the University of Cologne and Director of the German Research Center for Comparative Vocational Education and Training, Cologne, Germany. Since 2010, he has also been Director of the Center for Modern Indian Studies at the University of Cologne. Prior to becoming an academic, he worked as a teacher at a Business College in Hannover, Germany, and was an advisor for European Union education projects in the district government of Hannover. His research interests are in international comparative research in VET, transitions from education to employment, and teaching and learning.

Mark Stuart is the Montague Burton Professor of Human Resource Management and Employment Relations and Director of the Centre for Employment Relations Innovation and Change (CERIC) at the University of Leeds, Leeds, UK. He has published widely on skills, restructuring, trade union–led learning, and the industrial relations of training. He is the past President of the British Universities Industrial Relations Association (BUIRA) (2014–2016) and former Editor‐in‐Chief of Work, Employment and Society.

Alison Taylor is a Professor in Educational Studies at the University of British Columbia, Vancouver, Canada. Her research over the past decade has focused primarily on experiential learning and youth transitions from school to work. She recently completed a study of high school apprentices, documented in her 2016 book, Vocational Education in Canada (Oxford University Press). Her current research explores experiential learning in higher education and student work.

Christine Trampusch holds the Chair of International Comparative Political Economy and Economic Sociology at the Cologne Center for Comparative Politics (CCCP), University of Cologne, Germany. She is a political scientist, and her research covers studies on the social and political foundations of labor markets and financial markets in advanced capitalist democracies. Her findings have been published in various international peer‐reviewed journals. Her edited book, The Political Economy of Collective Skill Formation (with Marius Busemeyer), was published by Oxford University Press.

Lorna Unwin is Professor Emerita (Vocational Education) at the UCL Institute of Education, London, UK, and Honorary Professor in the Economic and Social Research Council (LLAKES) Centre for Learning and Life Chances, London, UK. She is also Honorary Professorial Research Fellow, School of Environment, Education and Development, University of Manchester, Manchester, UK, and a Trustee of the National Institute of Economic and Social Research (NIESR). Her research interests include how people develop occupational expertise (both inside and outside the workplace), workplaces as learning environments, and the cultural, economic, and political history of vocational education and training in the United Kingdom.

Leesa Wheelahan is an Associate Professor in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada, where she holds the William G. Davis Chair in Community College Leadership. She is interested in pathways within and between education and labor markets, tertiary education policy, vocational education and training, relations between colleges and universities, social justice and social inclusion, and the role of knowledge in curriculum in vocationally oriented qualifications.

Serena Yu is a Senior Research Fellow at the Centre for Health Economics Research and Evaluation, University of Technology Sydney, Australia. Prior to this, she was employed at the Workplace Research Centre at the University of Sydney. Her research interests are public policy evaluation and applied microeconomics. Serena completed her PhD in 2015 at the University of Sydney, where she was awarded the Walter Noel Gillies Prize for Best PhD Thesis in Economics.

Zhiqun Zhao is a Professor and the Head of the Institute of Vocational and Adult Education of the Faculty of Education, Beijing Normal University, Beijing, China. He received his doctorate from the University of Bremen, Germany. His research fields are qualification research and curriculum design in vocational education and training (VET), and implementation of professional competence assessment in vocational institutions. His latest international publication is Areas of Vocational Education Research, published by Springer. He has been involved in many research and exchange initiatives, including the International Network on Innovative Apprenticeships (INAP).


Compiling a Handbook of this size and scope necessarily takes time and depends for its quality on the willingness of very busy scholars to accept the invitation to participate. We would like to express our thanks to all the contributors to this Handbook for their generosity and patience. We also want to thank our Project Editor at Wiley, Janani Govindankutty, for her encouragement and advice.