Darryll Bravenboer

Deputy Director

Institute for Work Based Learning

Middlesex University

Philosophy and sociology of education, Higher education policy, Work-based learning, Vocational higher education, Recognition of prior learning and accreditation, Widening participation and lifelong learning, Profesional competence, University-business collaboration, Creative industries higher education, Higher and Degree Apprenticeships, Curriculum development, Learning and teaching

Dr Darryll Bravenboer is Deputy Director of the Institute for Work Based Learning, Middlesex University. He is a Principal Fellow of the UK Higher Education Academy and has extensive experience of developing vocational and work-based higher education provision in response to the needs of a wide range of employment sectors in diverse professional contexts. His research interests include the philosophy and sociology of education, higher education policy, fair access, widening participation, lifelong learning and vocational, work-based and employer-responsive higher education. His current responsibilities include building sustainable partnerships with employers and industry sectors to deliver innovative higher-level learning opportunities as well as leading the University's work in developingmore...

PhD - Commodification and the official discourse of higher education - Institute of Education, London University - 2009 MA - Philosophy of Education - Institute of Education, London University - 1987 BEd (Hons) Art and Design - Hertfordshire College of Higher Education - 1986 Qualified Teacher Status (QTS) - Department for Education - 1987 Principal Fellow Higher Education Academy (PFHEA)- Higher Education Academy - 2015

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Latest Additions

  1. Bravenboer, Darryll (2016) Why co-design and delivery is ‘a no brainer’ for higher and degree apprenticeship policy. Higher Education, Skills and Work-based Learning, 6 (4). pp. 384-400. ISSN 2042-3896
  2. Bravenboer, Darryll and Workman, Barbara (2015) Flexible frameworks and building blocks. In: Facilitating Work-Based Learning: A Handbook for Tutors. Heyer, Ruth, ed. Palgrave Teaching and Learning . Macmillan Education | Palgrave, London, pp. 52-72. ISBN 9781137403247
  3. Bravenboer, Darryll and Lester, Stan (2016) Towards an integrated approach to the recognition of professional competence and academic learning. Education + Training, 58 (4). pp. 409-421. ISSN 0040-0912
  4. Bravenboer, Darryll (2012) The official discourse of fair access to higher education [article]. Widening Participation and Lifelong Learning, 14 (3). pp. 120-140. ISSN 1466-6529
  5. Anderson, Adrian and Bravenboer, Darryll and Hemsworth, David (2012) The role of universities in higher apprenticeship development. Higher Education, Skills and Work-based Learning, 2 (3). pp. 240-255. ISSN 2042-3896
  6. Bravenboer, Darryll (2011) Maximising employer-responsive progression through organisational development. In: Learning from experience in employer engagement. Tallantyre, Freda and Kettle, Jane, eds. The Higher Education Academy, pp. 34-44.
  7. Bravenboer, Darryll (2011) Progression and fair access to higher education in the creative industries sector. In: Inclusive practices, inclusive pedagogies: learning from widening participation research in Art and Design Higher Education. Bhagat, Dipti and O’Neill, Peter, eds. CHEAD / ukadia / ACE / ADM-HEA Subject Centre, pp. 104-118. ISBN 9780955947346
  8. Bravenboer, Darryll (2010) Maximising employer-responsive progression. In: Developing a new relationship between employers and higher education? Emerging lessons from HEFCE-funded workforce development projects, 2nd December 2010, Conference Aston, Birmingham.
  9. Bravenboer, Darryll (2009) Commodification and the official discourse of higher education. PhD thesis, Institute of Education, University of London.
  10. Bravenboer, Darryll (2007) Progression accords, additional student numbers and development funds. In: MOVE in Action: Two years on, 4th December 2007, Rowley Mile, Newmarket.