Exploring Professionalism (Bedford Way Papers, Band 33) - Softcover

Über die Autorinnen und Autoren

Bryan Cunningham is Director of Quality Assurance and Enhancement in the Institute of Education, University of London’s Faculty of Policy and Society. He also leads the EdD module ‘Foundations of Professionalism’. He was formerly course leader for the master’s in teaching and learning in higher and professional education.

Deborah Andrews has worked in or around education since graduating in English from Oxford in the 1970s. She went from educational publishing into teaching and, since completing her doctorate at the Institute of Education, University of London, where her supervisor was Bryan Cunningham, has worked in widening participation in higher education, first at King’s College London and now at Queen Mary University of London, where she is Peer Mentoring Coordinator.

Stephen J. Ball is Karl Mannheim Professor of the Sociology of Education at the Institute of Education, University of London. His work is in ‘policy sociology’ and he has conducted a series of ESRC-funded studies which focus on issues of social class and policy. His publications include Education Plc (Routledge, 2007) and Education Policy and Social Class (Routledge, 2006), and with Carol Vincent, Childcare Choice and Class Practices (Routledge, 2005).

At the time of publication, Ronald Barnett was Pro-Director for Longer Term Strategy and Professor of Higher Education at the Institute of Education, University of London. His work has been principally that of developing a social philosophy of higher education. His books include A Will to Learn: Being a student in an age of uncertainty (OUP, 2007); The Idea of Higher Education (OUP, 1990); and Realizing the University in an Age of Supercomplexity (OUP, 2000), among others.

At the time of publication, Penny Jane Burke was Head of Department of Educational Foundations and Policy Studies at the Institute of Education, University of London. She was course tutor on the MA in higher and professional education, which offers a broad approach to understanding changes in higher education in relation to interdisciplinary theoretical frameworks, policy developments and professional practices. She was also the Chair of the Institute’s Widening Participation Committee.