Please see the excellent papers from colleagues who have contributed to crucial debates and shared practice in our various areas of practice:

Work Based Learning e-Journal International 
ISSN 2044-7868

Volume 8, Issue 1, March 2019



These included papers from the 2017 and 2018 UALL Work and Learning Network annual conferences.

Please follow this link for a list of the contributors:

Introductory presentation/note/title of Special Edition/Issue of the E-Journal from the Editors


Ruth Miller and Margaret Volante ‘Work based projects: creating meaningful learning experiences for workplace impact’  
Pages, 1-19 

Joanna Booth ‘How does participant experience of work-based learning shape a professional identity?’. 
Pages, 20-38 

Ahmed Samy and Marko Savic ‘The Hybrid Education Model: Evolution of the Higher Colleges of Technology, UAE’. 
Pages, 39-48

Caroline Louise Smith*, Sarah Kate Coleman and Chrystalla Ferrier - ‘Employer and work-based student perceptions of virtual laboratory teaching and assessment resources’.  
Pages, 49-66

Rebecka Näslund and Åsa Gardelli ‘We Can and We Want To’: People with Disabilities Intra-acting with Researchers and Technology in Research’.  
Pages, 67-84

Gail Milburn, Jordan Dolfi, Richard Parsons, Gordon Weller ‘Perspectives on Professional Doctorate research and learning; the lived experience of the learned professional.’   
Pages, 85-100


Peter Critten, Carl Day, Ian Helps and Dr Philip Squire – ‘What does Business expect from an On-going Relationship with Academia?’.  
Pages, 101-

Katrina Morrison - ‘Reflective Practice at the Scottish Prison Service’ 

Catherine Hayes and John Fulton - poster and abstract ‘Pedagogies of Praxis for Real World Critical Reflection; Professional Doctorate Reflexivity’

Thomas Kerr - ‘Developing iPLA Requests with Labor Leaders Utilizing the Threshold Learning Model’. 

Nuno Pina Gonçalves, José António Palma and Karla Albuquerque Pereira - ‘Work-based learning application - BrightStart Program: An initiative to promote digital skills in higher education’. 

Laran Chetty*, Margaret Volante, and Kay Caldwell - Core concepts of a multiple-perspective conceptual framework for advancing occupational health physiotherapy practice’. 

Michele Tiraboschi ‘The Employer's Perspective of Practice-Based Doctorates: A Paradigm Change’. 

Abdalla Elbadri, Gordon Weller, Magdi Awadalla Mohamed, Sara Haidar Eltigani ‘The Professional Doctorate of Pharmacy in a developing country: the Sudan Initiative’.

Gordon Weller Trust me, I’m a doctor: proposal for a professional doctorate pledge’.

Please see link to the UALL website and the 2019 annual conference 


Please see the Abstracts and slideshares from the conference on our past events page.

Coaching for Professional Development: Using Literature to Support Success


Coaching has emerged as one of the most significant aids in developing managers and executives in the professional world. Yet there is a degree of dissatisfaction with performance coaching models and a desire to connect more with creativity and the imagination. In Coaching for Professional Development: Using Literature to Support Success, Christine A. Eastman suggests that literary works have a part to play in bringing about a change in coaching culture. Using a series of examples from key literary texts, she argues that literature can help coaches enhance their skills, find solutions to workplace problems, and better articulate their own ideas through innovation and imagination. 

Eastman argues for literature as a coaching tool, detailing how using stories of loss, failure, alienation, and human suffering in a coaching dialogue brings positive results to organizational coaching. Coaching for Professional Development considers how reading fiction helps us to imagine lives outside our own and how this sensitivity of language brings out the unconscious within us and others. Eastman discusses how she guided her students to embrace literature as a positive influence on their coaching practice through literary texts. Chapter 1 begins by exploring how reading Melville’s Bartleby, the Scrivener allowed her students to understand the importance of metaphor in their own coaching, with Chapter 2 illuminating how Cather’s Neighbor Rosickyaddresses the role of emotion. After this, Eastman considers how John Cheever’s multilayered story The Swimmerand James Baldwin’s Notes of a Native Sonprovide rich stimulus for coaching students in understanding failure, how Miller’s Death of a Salesman shows how our family relationships are reflected in our office dynamics, and how the reactions of her students engaging with Lampedusa’s The Leopard are more effective than the traditional coaching tool, Personalisis, in revealing their personality. She finally looks at Shakespeare’s The Tempest for exploring themes of power and manipulation in a coaching context. By applying coaching models to fictional scenarios, Eastman demonstrates that coaches, HR professionals, and students can successfully extend the boundaries of their coaching, strengthen their interventions, and enhance their understanding of theory. 

Coaching for Professional Development: Using Literature to Support Success is a unique approach to coaching with engaging case studies throughout that brings together higher education and industry. It will be key reading for coaches in practice and in training who wish to enhance creativity in their work, advisors and teachers on coaching courses, and HR and L&D professionals working in organizations seeking to implement a coaching culture.


Christine A. Eastman is a senior lecturer at the Institute for Work Based Learning, Middlesex University, UK, and winner of the Universities Association for Lifelong Learning trophy in recognition of teaching excellence. She has worked with national and international businesses such as Halifax, Toshiba, SAP, SONY, and Nationwide (USA).


Site administrated by the UALL Work and Learning Network