Work and Learning Research Centre

Welcome to the Work and Learning Research Centre. Our research, engagement and knowledge exchange in work and learning is internationally renowned as leading in the production of knowledge in the field.

Our staff research sits firmly in the sphere of Education and has a pan-university remit. Since its establishment in 1997 our work has been influential in applying theoretical perspectives from education and practice theories to empirical studies in the creation, translation and use of knowledge and innovation.

Our research

Research in the theoretical and ethical aspects of practice-based studies, especially the spaces that connect higher education with work practices brings philosophical ideas to bear on professional development including transdisciplinarity, ethics, values, and epistemologies of change.

We have been particularly successful in research which informs professional learning through a cross-disciplinary higher education curriculum that acknowledges the transdisciplinary nature of work (paid and unpaid). For undergraduates this encompasses the work integrated learning of placements, other work-related learning and degree apprenticeships . For professionals undertaking part-time degrees we have researched and developed curricular and pedagogies appropriate for researching professionals who have existing expertise in their own professional practice.

Our research recognises the strong associations between Equality, Diversity and Inclusion, and how knowledge is conceptualised, conducted, and evaluated. Consequently we developed responsive methodologies for practitioner-research and engaged with the purposive role of experiential knowledge in the evaluation of research that gives relevance to change initiatives.

Postgraduate research

Our postgraduate researchers have a practice orientation, seeking to develop their own or their professional area of practice (see examples). Their transdisciplinary and multi-stakeholder engagement with academic and professional networks takes on challenges that cut across curricula and face current professional issues often to enhance the social good.

The Research Centre’s research and development in doctoral curricular relevant for professional learning provides our Professional Doctorates and Practice-based PhDs with integrated, practice-based approaches, aiming to enhance the exchange and translation of knowledge with considered outcomes and engagement. The Centre’s international leadership and reputation is signified by our facilitation of the International Association for Practice Doctorates  and chairing the International Conference on Professional and Practice-based Doctorates.

Our doctorate pathways

Master/ Doctor of Professional Studies
Master/ Doctor of Professional Studies by Public Works
Practice-based MPhil/PhD in Work Based Learning
PhD in Work Based Learning by Public Works

The Work and Learning Research Centre works closely with and is a special interest group of the Centre for Research and Scholarship in the Education Department.

Please visit Work-based Learning e-journal.

Our open days

This is your opportunity to speak with our friendly academics to learn about our courses, industry connections and career paths postgraduate study at Middlesex can offer.

Learn more about postgraduate open days

Networks & Professional Bodies

Middlesex contacts: Dr Paula Nottingham

Affiliated with the Universities Association for Lifelong Learning (UALL) and the University Vocational Awards Council (UVAC)

The network is based at the Work and Learning Research Centre and provides a workshops, seminars and conferences that join with our national lobbies (UALL and UVAC) to influence the direction of work-based, work-integrated, degree apprenticeships, professional and practitioner PhDs and Professional Doctorates and other forms of work-related and practice-based learning in many higher education contexts. We have facilitated the activities of the Universities Association for Lifelong Learning (UK) Work and Learning network since its inception in 1994.

Please contact Dr Paula Nottingham for questions about the network.

To join the network mailing list.

Middlesex Convenors for UALL: Dr Paula Nottingham and Dr Elda Nikolou-Walker

Middlesex contact: Professor Carol Costley, Chair

The International Association of Practice Doctorates influences opinion and practice through its successful seminars and workshops. IAPD's aims are to make connections between higher education institutions, professional organisations, professional practice and research activity; to undertake support and staff development for those engaged in doctoral education; and to provide a voice for professional and practice-based doctoral research at national and international levels. We have been leading the group and working in collaboration with the UK Council for Graduate Education (UKCGE).

Middlesex contact: Professor Darryll Bravenboer, Governing Council member

SEEC is a highly respected authority in the existing and developing field of Credit Accumulation and Transfer at higher education levels with the purpose to create learning opportunities through the use of academic credit. SEEC serves as a reference point on credit-based learning, structures and processes in the UK and internationally in this developing field. Formed in 1985, SEEC is a collaborative network of universities and HE providers working together to advance the use and practice of academic credit, widening access to learning.

The work and Learning Research Centre has contributed to the development of the influential SEEC Credit Level Descriptors referencing higher-level learning in work-based learning and accreditation contexts.

Middlesex contact: Professor Carol Costley, Chair

The Work and Learning Research centre co-hosts the International Conference on Professional Doctorates with the UK Council for Graduate Education (UKCGE). The conference series addresses issues surrounding the innovative ways that higher education, professional associations, businesses and other stakeholders are creating new opportunities in doctorate level learning. The conferences have been held in London, Edinburgh, Florence, Cardiff and Belfast, attracting international delegates – especially from the United States, Australia, New Zealand and Europe. The next conference event will be in York 25th and 26th February 2021.


There is also now a collaboration every other year with seminars/ workshops on similar topics.

Middlesex contact: Professor Darryll Bravenboer, Board Member

The University Vocational Awards Council (UVAC) representing the higher and further education sector  providing an independent voice for our members on matters relating to higher level vocational learning. Its mission is to champion higher level vocational learning.
UVAC promote:

  • The importance of meeting the higher vocational learning needs of individuals and employers
  • The validity of work-based routes into vocational higher education – with no artificial barriers
  • The value of experiential and reflective learning
  • The value of work-based and work-related higher education learning

WBLRC have contributed significantly to the work of UVAC, not least in the area of policy and practice relating to the role of universities in Higher Apprenticeship development. WBLRC has also engaged in joint research with UVAC (see research tab and provided editorial support for the UVAC Journal – Higher Level Skills and Work-Based Learning.

Selected Funded Research Projects

Housing, Health and Safety-Rating System Review- investigate assessors and stakeholders training needs and establish a competency framework 2020-2022

Jill Stewart and Carol Costley

Creating institutional conditions for sustainable degree apprenticeships (2019-2020) Darryll Bravenboer led a Middlesex University consortium of Sheffield Hallam, Staffordshire Universities and UVAC

The Conscious Business and Work Based Learning Project Carol Costley, Nico Pizzolato and Carl Lyons 2016-2017

Carol Costley, Lisa Clarke, Nico Pizzolato, Susan Scott-Hunt, David Boud, Intellectual Property Regulation Board, Evaluation Research Project 2016-17

Nico Pizzolato, Gorkem Akgoz, Back into the factory: writing theory and practice of the industrial workplace into 21st century history and social theory, Newton Advanced Fellowship Funded Research Project in cooperation with Hacetteppe University, Turkey, 2015-17

Carol Costley, Nico Pizzolato, Darryl Bravenboer, "Work Based Learning - Didactic tools for extra-occupational studying? Learning from Europe", Brandenburg Fachhoch Schule, 2014

Supervising the Modern Doctorate reports and activities about the Erasmus+ project on Best  Supervision Practices in Professional Doctorate (2014-17)

Bacher, T., Costley, C., Etherington, D., Geiger, G., Hefler, G., Helemäe, J.,  Markowitsch, J., Roosalu, T., Saar, E.,Tamm, A. and Ure, O. (2013) Cooperation between education and training and the labour market in renewing VET CEDEFOP

Costley, C. and Dikerdem, M. (2011) Work based learning pedagogies and academic development. Project Report for Escalate

Maguire, K., Costley, C. and Scott-Hunt, S. (2010) Work Based Learning; new framework for solicitors evaluation Project Report for the Solicitors Regulation Authority

Costley, C. (2009) An assessment of Work Based Learning students’ engagement with the university Project Report for the Higher Education Academy.

Nixon, I., Willis, K., Major, D., Young, D., Tongue, A., Costley, C., Abukari, A., Biddle, P., Graham, S., McClenaghan, K., Helyer, R., Beadsmoore, A., Karuk, V., Siara, B. & Urwin, P. (2008) Work-based learning impact study. York: Higher Education Academy.

Costley, C., Stephenson, J. and Abukari, A. (2008) A Feasibility Study for A Workforce Development Centre for Wales funded by the Higher Education Funding Council for Wales.

Costley, C., Abukari, A. and Little, B. (2008) A Literature Review of Employee learning Research Report, York: Higher Education Academy

Costley, C. and Abukari, A. (2008) The Impact of Work Based Learning in Higher Education Research Report. York; Higher Education Academy

Garnett, J., Portwood, D. and Costley, C. (2004) Bridging Rhetoric and Reality: Accreditation of prior experiential learning (APEL) in the UK report commissioned by the University Vocational Awards Council

Armsby and Costley (2002) Practice-based research methodologies for practitioner-researcher Report of a pan-university research initiative NCWBLP, Middlesex University

Special Editions and Collected Works

Armsby, P. and Costley, C. and Weller, G. (2021) The Role of Practice in Doctoral Degrees  Research in Post-Compulsory Education. special issue 26 (2) forthcoming

Armsby, P. and Costley, C. (2019)  Professional Doctorate Curriculum, Pedagogy and Achievements Studies in Continuing Education, special issue 41 (2). pp. 135-141.

Gibbs, P. (Ed) (2015) ‘Transdisciplinary Professional Learning and Practice, Switzerland; Springer

Armsby, P. (2011) The impact of the Centres for Excellence in Teaching and Learning on the development of work‐related learning in the UK. Higher Education Skills and Work-based learning – vol 1 (3)

Costley, C. and Abukari, A. (2009) 'Work-based learning in higher education', special issue, The European Journal of Education, Vol 44 (3)

Young, D. and Garnett, J. (2009) Refereed Proceedings from Work-based Learning Futures III, conference, Derby, April

Garnett, J. and Young, D. (2008) Refereed Proceedings from the Work-based Learning Futures II, conference, Middlesex, May 2008

Costley, C, (2007) The worker as researcher special issue of Journal of Workplace Learning, Vol 19 (3),

Gibbs, P. Elliott, J. and Dikerdem, M. (2007) Work Based Learning and the worker researcher Special issue of Research in Post-compulsory Education, 12 (3). pp. 277-278. ISSN 1359-6748

Young, D. and Garnett, J. (2007) Refereed Proceedings from Work Based Learning Futures conference April, Derby.

Costley C. (Ed) (2007) Work based learning: assessment and evaluation in higher education Special issue of Assessment and Evaluation in Higher Education

Costley, C. (2002) Work Based Learning - Models and Implementations Special issue of New Capability , vol 5. No.1

Costley, C. (2001) special issue of The Learning Organization, vol. 8(2)

Portwood, D. and Costley, C. eds.(2000) Work based learning and the university: new perspectives and practices.  SEDA Paper (109). SEDA, Birmingham, pp. 23-35. ISBN 1902435125 Click here to view this paper on the Seda website

Superprof Doc - Annette Fillery Travis Principal investigator of the EU Erasmus + RA2 project SUPERProfdoc (187,000), Supervising the Modern Doctorate reports and activities about the Erasmus+ project on Best  Supervision Practices in Professional Doctorate (2014-17)

Doctoral studies

The Work and Learning Research centre in the Department of Education offers a PhD degree for those candidates who wish to engage in research in the practice-based fields of Work Based Learning as an area of study and academic inquiry.

These degrees are suitable for advanced practitioners who seek to develop professional knowledge at doctoral level in the academic field, usually with the aim to influence their organisations or communities of practice.

This fast-developing area of practice-based research engages with education and practice theories. Work-related issues can involve a broad conception of the term ‘work’ (paid or unpaid) that contribute to this area of inquiry through independent doctoral study. It is a field that it is transdisciplinary, as professional and work-based practice crosses boundaries of academic disciplines.

Likely areas of inquiry can include, but are not limited to: policy issues regarding work and higher education; issues around professional development; learning and development in communities of practices or organisations; processes of accreditation of learning; pedagogical theories and models underpinning work and learning, the relation between theory and specific contexts of practice; concepts and theories guiding professional practice in a specific field.

Typically, a PhD in work based learning or professional studies will take 4-7 years part-time culminating with a thesis of 40,000 - 80,000 words. All PhD students at Middlesex initially enrol on an MPhil and then transfer to a PhD degree.

This part-time degree is specifically for professionals and experts in their fields who already have distinctive and relevant work(s) in the public sphere of the appropriate breadth and depth.

These work(s) could be reports, guides, policy documents, software, artistic works, journal articles, books etc. but they must demonstrate originality. The works will be submitted along with a context statement that reflects and informs the submission of the work(s).

The context statement of 10,000 – 30,000 words is written once the candidate has been registered and enrolled, under supervision with at least 2 supervisors to complete the submission. The degree is of an equivalent level to the PhD by thesis. Examples can be found in the Middlesex Research Repository

Public Works PhD

All the MProf/DProf awards have the professional equivalent to the PhD and the same rigorous assessment methods and criteria.

The Professional Studies Transdisciplinary M/DProfs open to experienced practitioners from all professional areas who bring a high level of curiosity and passion to their commitment to make a positive difference to their sector/field. It is designed to help the individual practitioner respond to the complex, high level challenges that show up in their context.

Candidates for this award undertake a critical reflection on personal and professional practice followed by a piece of doctoral level practice–focused research in the Candidate’s own context, organisation or community of practice. At the end of the programme a research thesis is submitted and presented at a viva. On successful completion of this final milestone, the award of a doctorate is made and the Candidate can be addressed as Doctor.

Master of Philosophy MPhil and Doctor of Philosophy PhD

The MProf/DProf can also be studies through the disciplines of Health and Education/ Science and Technology where specialisms include Health, Education, Environment, Risk, Disaster Risk and Response, Psychology, Criminology, Sociology, Social Work, Housing and Regeneration, International Relations, Social and Public Policy, Tourism and Hospitality Management, Sport and Biomedical Science.

MProf/DProf Health and Education/ Science and Technology

Candidates are advised by supervisors experienced in work and learning and directing a practice-oriented approach to doctoral study. A second and sometimes third supervisor is consulted for expert subject knowledge in the academic and/or professional sphere.

PhD candidates join a community of scholars and practitioners at the internationally recognised Work and Learning Research Centre who have been working at the forefront of their field. Candidates are encouraged to publish their work and develop their academic and professional careers.

“A degree apprenticeship is a particular type of job, which combines work with higher-level learning, and which leads to an undergraduate or postgraduate degree.

Apprentices spend most of their week at work. But they also spend at least 20 per cent of their time in off-the-job study or training”

(OfS, 2023).

Please see these links for further information:

Transdisciplinary approach

Our transdisciplinary approach is able to address the complexities that arise for individuals and organisations when scoping and carrying out research into professional practice for a range of purposes. In this enduring and successful engagement, leaders, managers and employees from a wide range of sectors explore and navigate through the complex nature of their everyday work. Our conception of work encompasses all workers paid and unpaid and all valued contributions to practice. Such diverse domains of practices and disciplines, both within and outside organisations and professional communities enable candidates on our programmes to arrive at innovative and relevant change programmes or solutions to sticky problems. The transdisciplinary approach recognises that the professional is no longer discipline bound but negotiates across a range of disciplines and seeks solutions through using knowledge and skills drawn from diverse fields and domains.

The University’s Researcher Development Programme runs all year to provide research training either face to face or in the form of webinars accessed remotely. Additionally, the Research Centre provides research tutorials, seminars and meetings with research students, staff and guest speakers aimed at providing academic training in the methodology, epistemology and subject-matter of the field.

Our integrating University themes

For further enquiries about any of these degrees

Please email Professor Carol Costley or call 0208 4116 524 and leave a message.

Impact Case Studies

The Work and Learning Research Centre has been particularly successful in carrying out research and knowledge exchange which informs professional learning programme content, from certificate to doctoral level, within and beyond its own university. Transdisciplinary connotes a unity of knowledge beyond disciplines that has been developed for over 30 years. Our research centre has developed a transdisciplinary approach from the knowledge co-creation between University and professional communities, bodies and organisations in the UK and internationally.

Please refer to the following case studies:

Recent impact projects

March-Oct 2023

KE funding from Education and Training Foundation on behalf of the Apprenticeship Workforce Development programme to Middlesex University, Consalia Ltd, and the Open University for the Apprenticeship Workforce Development Programme; sponsored by the Education & Training Foundation and the Department for Education with support from the University Vocational Awards Council. The project ‘Mobilising provider insights for degree apprenticeships: comparing theoretical models to deliver effective integration for on and off the job learning’ is being supported by the University Vocational Awards Council. Project Team: Paula Nottingham (lead), Yan Mao (Middlesex) Sarah Bloomfield, Susan Timmons, Amanda Smith (Open University) Louise Sutton (Consalia Sales Business School)

The W&L RC is developing a research brief to share with the wider CPD team and feed into the long term aims of the project.

https://www.intra.mdx.ac.uk/news-views/announcements/2024/february/help-to-shape-our-provisions-for-professionals

This project will involve a review of the Governments proposals for the Lifelong Loan Entitlement signalled in the Skills for Jobs White Paper

https://www.gov.uk/government/consultations/lifelong-loan-entitlement

 

The entitlement is that individuals will, in future, be able to take out loans equivalent to four years of post-18 education over their lifetime.  This will enable learners to retrain and upskill throughout their lives in response to changing skills needs and employment patterns. 
The three elements to the entitlement:

  1. the creation of a unified student finance system for higher education and further education at Levels 4–6;
  2. bringing in student loans for separate modules (i.e., for parts of courses);
  3. a reform of the rules governing student loan eligibility for learners who already hold a qualification at the same or a higher level (ELQ rules).

https://wonkhe.cmail19.com/t/d-e-zhkjiuk-jljiuddriy-tt/

https://wonkhe.cmail20.com/t/d-e-zhyyhuy-jljiuddriy-tj/

https://www.bbk.ac.uk/news/birkbeck-sponsors-new-report-on-lifelong-learning

Exploring student perceptions of existing communities of practice (CoP) within a Degree Apprenticeship to enable the greater adoption of inclusivity principles for work-integrated studies.

This project explores critical elements of practice for the student experience and seeks to find steps that could enhance the development of more inclusive practice within the BSc (Hons) Business to Business Sales Degree Apprenticeship (partnered with Consalia Ltd) and work-integrated learning within Higher Education more generally. This research was presented as a conference paper at the Researching Work and Learning 12 Conference in Toronto 2022.

Paula Nottingham (Ed) and Yan Mao (MBT).

 Data from mathematics students in S&T were analysed by experienced researchers in Work-based learning. A report has been written that will inform future CPD projects and  to share the findings more widely and support Middlesex researchers.

Snezana Lawrence (SAT), Elda Nikolou-Walker (Ed), Carol Costley (Ed), David Boud (Ed)

This project involves and engages students in the enhancement of the mathematics assessment strategy and will add to the body of knowledge relating to assessment in non-traditional forms. Mathematics learned societies are concerned that open-book assessments do not provide the desired academic integrity and urge caution in the removal of traditional exams. Middlesex is taking a lead in this national conversation as it is believed that technology-supported coursework provides greater opportunity for authentic real-world assessment. The connectivity afforded by this digital platform can improve academic integrity and provide options to students as the best way to gauge their learning.

Alison Megeney, (SAT),  Nick Sharples (SAT), Elda Nikolou-Walker (W&LR.C.)

Darryll Bravenboer, W&LR.C SIG/CERS in partnership with the Open University (OU), the University Vocational Awards Council (UVAC) and Credit Works.

The project focuses on the recognition of prior learning by both ascribing credit value to specific healthcare apprenticeships and by establishing a national standard for accrediting prior experiential learning (APEL), including learning achieved through work.

https://uvac.ac.uk/update-accreditation-of-prior-experiential-learning-apel-standardisation-project/

Manchester Met in partnership with Middlesex (Darryll Bravenboer, W&LR.C. and Director Centre for Apprenticeships and Skills), Wolverhampton, Kingston universities and the University Vocational Awards Council are working on a QAA funded Collaborative enhancement research project to systematically analysethe pedagogical challenges of developing and delivering degree apprenticeship programmes.

David Boud, Carol Costley, Steven Cranfield, Paula Nottingham, Elda Nikolou-Walker, Dilys Wilson and Jeenal Desai (Education), Kathy Wilson and Justin MacDermott (Health), Mehmet Dikerdem (Law), Simon Roberts (Business School), Tim Riley (ACI)

The ‘outputs’ of this activity were developed into a collaborative research report, published paper and resources that will be of value to Schools at Middlesex University and the wider sector. (2022): The pivotal role of student assessment in work-integrated learning, Higher Education Research & Development, DOI:10.1080/07294360.2022.2152981

Middlesex is a delivery partner for the Aspire London project, lead by London South Bank University. The pan-London project is funded (£5m) through the European Social Fund and the Greater London Authority and will support unemployed or low waged Londoners gain new skills and progress in their careers.

Darryll Bravenboer, (W&LR.C.), Stan Lester and Finbar Lillis (Middlesex Associate Researchers)

Key aspects of best practice that underpin tri-partite review practice are established as a signature pedagogy for apprenticeships and police education. Middlesex leads the Police Education Consortium delivering police education to Surrey, Sussex and Hampshire police forces. The research involved examining data and evidence from identified Consortium university and police force partner staff including existing student officers, regarding the practice of conducting tri-partite reviews across Police Education Consortium programmes.

Darryll Bravenboer, published initial findings of research on social mobility and apprenticeships

David Boud and Carol Costley (Education) Steve Marshall (Ashridge) Brian Sutton (Business School) and DProf Alumni collaborated with DProf candidates and graduates for this research.

The nature and size of the organisation or professional field within which candidates operate were explored, the nature of their responsibilities and the degree of buy-in of their organisation (or professional field in the case of those not employed within an organisation, e.g. consultants) to the particular study they undertake were considered. The work made a contribution to the understanding of the effect and effectiveness of professional doctorates. This research led to a publication: Boud, D. , Costley, C. , Marshall, S. and Sutton, B.  (2021) Impacts of a professional practice doctorate: a collaborative enquiry. Higher Education Research and Development, 40 (3) . pp. 431-445.This in turn can be fed back to the conduct of DProfs to improve such programmes.

See https://professionaldoctorates.org/en/research-studies-on-impact

Visiting Professors

Email: [email protected]

Professor Sarah Corrie is a Consultant Clinical Psychologist, Chartered Psychologist, Registered Coaching Psychologist and HCPC Registered Practitioner Psychologist. An author of over 80 articles for academic journals, professional journals and trade magazines, and seven books including, The Art of Inspired Living: Coach Yourself with Positive Psychology; Making Effective Decisions in Counselling and Psychotherapy (with David Lane), and most recently Supervision in the Psychological Professions (with David Lane & Mary Watts), she has extensive experience in both the public and private sectors.

Sarah is an Academic Advisor for Middlesex University where she is also a Visiting Professor. Her other roles at Middlesex include Membership Officer for the International Association for Practice Doctorates.

Sarah is the Programme Director of the Postgraduate Diploma & MSc in Cognitive Behavioural Psychotherapy offered by Royal Holloway University of London and Central and North West London Foundation Trust. She has extensive experience in supervising and training practitioners in the fields of psychology, psychotherapy and coaching, both nationally and internationally. As a Founder Member and former Chair of the British Psychological Society’s Special Group in Coaching Psychology, she has a strong and long-standing commitment to developing and promoting coaching as a discipline and profession. She was the recipient of the British Psychological Society’s Distinguished Contributions to Coaching Psychology Award in December 2016.

Organisations: Raymond Yeung & Co, Certified Public Accountants; East Asia Work Based-Learning Centre, operated by Institute of Professional and Continuing Education Limited

Email: [email protected]

Before practising as a professional accountant, Raymond had had 10 years’ experience in film industry. He had plenty of experience in taking care of entertainer's tax, finance and performance engagements.

Apart from his financial education and professional status in Hong Kong, Canada and the U.S.A. Raymond has a strong background in law, professional education and operation management.

His main interest is in international tax planning, brand building and management. He has extensive experience in helping clients set up standard costing and cost control systems, build and manage their corporate and personal brand.

Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), Lifelong and Comparative Education

Karen Evans is Professor in UCL Institute of Education, University College London. She is a leading researcher in the UK Economic and Social Research Council’s Research Centre LLAKES, investigating Learning and Life Chances in Knowledge Economies and Societies. Her research interests are learning in life and work transitions, and learning in and through the workplace. She has directed major studies of learning and work in Britain and internationally, publishing widely in articles and books including Youth and Work Transitions in Changing Social Landscapes (2013), The Sage Handbook of Workplace Learning (2011); Improving Literacy at Work (2011); Learning, Work and Social Responsibility (2009) and Improving Workplace Learning (2006).  She is a Fellow of the Academy of Social Sciences.

Email: [email protected]

David Lane is Director and co-founder of the Professional Development Foundation, which has for forty years pioneered work-based professional development. As well as contributing to research and the professional development of coaching Professor Lane has coached in a wide range of organisations including major consultancies, multinationals, and public sector and government bodies.  He also pioneered the international development of work based masters and doctorate degrees for experienced coaches. He has published widely on coaching. He co-created the International Centre for the Study of Coaching at Middlesex. Publishing widely in coaching - education – counselling and management he has also developed the field of supervision within professional bodies.

He was Chair of the British Psychological Society Register of Psychologists Specialising in Psychotherapy and convened the European Federation of Psychologists Associations group on Psychotherapy. He has served on committees of the BPS, CIPD, WABC and EMCC, as well as being a founder member of the Global Coaching Community. His contributions to counselling psychology led to the senior award of the BPS for “Outstanding Scientific Contribution”. In 2009 the British Psychological Society honoured him for his Distinguished Contribution to Professional Psychology. In 2016 he was made an Honorary Associate of the Royal College of Veterinary Surgeons for contributions to developing the field of general practice and the professional development of its members and also was elected a Fellow of the Academy of Social Sciences.