School of Education

Room A31
Pathfoot Building
Adult Learning and Teaching
The Stirling Institute of Education
University of Stirling
Stirling
Scotland

FK9 4LA

Tel: + 44 (0) 1786 467617

Nick Boreham is Professor of Education and Employment in The Stirling Institute of Education. Previously he was Professor of Education in the University of Manchester and worked as an educational researcher for various professional bodies including the Joint Board of Clinical Nursing Studies and the East Anglian Examinations Board. His research focuses on the interaction between work and learning in both industry and the helping professions, and his teaching focuses on education for work and the methodology of educational research.

Nick has directed many research projects on occupational competence and work-based learning in the context of social and economic change. He was co-ordinator of the 10-country European research network ‘Work Process Knowledge in Technological and Organizational Development’, which investigated the knowledge requirements for new forms of work in Europe. Currently Nick is Principal Investigator for the ESRC research project ‘Sustaining the employability of older workers in the hospitality sector: personal learning strategies and cultures of learning’. He has directed or co-directed some 25 other research projects funded by the ESRC, the EU Framework Programmes, CEDEFOP (the European Centre for the Development of Vocational Training), CNRS, the UK Government, the Scottish Government, Local Authorities, The Leverhulme Trust and other charities. These projects include ‘Early Professional Learning’, ‘Organizational Learning in the European Chemical Industry’, ‘Evaluation of Programmes of Preparation for Nurse Prescribing in Scotland’, ‘The Production of Research Resource Materials for Work Process Knowledge/Work Based Learning in Europe’ and ‘Organizational Learning to Support the Improvement of Pupil Achievement’.  

1. Boreham, Nicholas, Samurçay, Renan and Fischer, Martin (eds) (2002) Work Process Knowledge. London: Routledge, pp. 244. 

2. Boreham, N. (2004) Orienting the work-based curriculum towards work process knowledge: a rationale and a German case study. Studies in Continuing Education, 26, pp. 209-227.

3. Boreham, Nick (2004) A theory of collective competence: challenging the neo-liberal individualization of performance at work, British Journal of Educational Studies, 52, pp. 5-17.

4. Boreham, Nick and Morgan, Colin (2004) A socio-cultural analysis of organizational learning, Oxford Review of Education, 30, pp. 307-325.

5. Reeves, C.J. and Boreham, N. (2006) What’s in a vision? Introducing an organisational learning strategy in a Local Authority’s education service, Oxford Review of Education, 32, pp. 467-486.

6. Boreham, Nick (2006) The knowledge economy, work process knowledge and the learning citizen – central but vulnerable. In Kuhn, M., Tomassini, M. and Simons, P. R-J. (eds) Towards a Knowledge Based Economy? New York: Peter Lang, pp. 129-147.

7. Boreham, Nick and Reeves, Jenny (2008) Diagnosing and supporting a culture of organizational learning in Scottish schools, Zeitschrift für pädagogik, 54, pp. 637-649.

 

8. Boreham, Nick (2008) Organizational learning as structuration: an analysis of worker-led organizational enquiries in an oil refinery. Chapter 14 in W. J. Nijhof and L. F. M. Nieuwenhuis (eds) The Learning Potential of the Workplace. Rotterdam: Sense Publishers, pp. 227-240.

 

9. Boreham, Nick and Canning, Roy (2008) School and work: meeting employers’ expectations with core skills. Chapter 26 in Bryce, T. and Hulmes, W. (eds) Scottish Education. Edinburgh: Edinburgh University Press, pp. 266-274.

 

Complete list of publications Aug 2001 - July 2006

• Organizational change and its impact on working practices and work-based learning
• The professional and occupational competences needed for working in complex, dynamic and uncertain environments
• Work process knowledge and collective competence
• The design of workplaces to promote effective work-based learning
• The design of formal education and training systems to meet the needs of a changing labour market
• Organizational learning
• Socio-cultural theories of learning
• Epistemological, semiotic and phenomenological analysis of the discourses of the ‘knowledge economy’ and the ‘knowledge-creating organization’