References
- Chase, S. E. 2005. “Narrative Inquiry: Multiple Lenses, Approaches, Voices.” In The SAGE Handbook of Qualitative Research, N. K. Denzin, Y. S. Lincoln. 3rd ed, 651–679. Published Thousand Oaks CA: Sage Publications.
- Child, S. 2009. “Differing Relationships to Research in Higher Education and Further Education in the UK: A Reflective Account from a Practitioner Perspective.” Research in Post Compulsory Education 14 (3): 333–343. doi:10.1080/13596740.
- Creasy, R. 2013. “HE Lite: Exploring the Problematic Position of HE in FECs.” Journal of Further and Higher Education 37 (1): 38–53. doi:10.1080/0309877X.2011.644772.
- Edwards-Groves, C., and K. Rönnerman. 2013. “Generating Leading Practices through Professional Learning.” Professional Development in Education 39 (1): 122–140. doi:10.1080/19415257.2012.724439.
- Feather, D. 2010. “A Whisper of Academic Identity: An HE in FE Perspective.” Research in Post-Compulsory Education 15 (2): 189–204. doi:10.1080/13596741003790740.
- Feather, D. 2012a. “Do Lecturers Delivering Higher Education in Further Education Desire to Conduct Research?” Research in Post-Compulsory Education 17 (3): 335–347. doi:10.1080/13596748.2012.700110.
- Feather, D. 2012b. “Oh to Be a Scholar – An HE in FE Perspective.” Journal of Further and Higher Education 36 (2): 243–261. doi:10.1080/0309877X.2011.614930.
- Feather, D. 2016. “Organisational Culture of Further Education Colleges Delivering Higher Education Business Programmes: Developing a Culture of ‘HEness’ – What Next?” Research in Post-Compulsory Education 21 (1-2): 98–115. doi:10.1080/13596748.2015.1125669.
- Goodyear, V. A., A. Casey, and D. Kirk. 2016. “Practice Architectures and Sustainable Curriculum Renewal.” Journal of Curriculum Studies 49 (2): 1–20. doi: 10.1080/00220272.2016.1149223.
- Green, W., R. Hibbins, L. Houghton, and A. Ruutz. 2013. “Reviving Praxis : Stories of Continual Professional Learning and Practice Architectures in a Faculty-Based Teaching Community of Practice.” Oxford Review of Education 39 (2): 247–266. doi:10.1080/03054985.2013.791266.
- Grootenboer, P., C. Edwards-Groves, and K. Rönnerman. 2015. “Leading Practice Development: Voices from the Middle.” Professional Development in Education 41 (3): 508–526. doi:10.1080/19415257.2014.924985.
- Inman, M. 2009. “Learning to Lead: Development for Middle-Level Leaders in Higher Education in England and Wales.” Professional Development in Education 35 (3): 417–432. doi:10.1080/136745808025326654.
- Jameson, J. and Y. Hillier. 2003. “Researching Post-Compulsory Education.” In Continuum Research Methods Series, edited by R. Andrews, 7. London: Continuum.
- Kemmis, S., and P. Grootenboer. 2008. “Situating Praxis in Practice: Practice Architectures and the Cultural, Social and Material Conditions for Practice.” In Enabling Praxis: Challenges for Education, edited by S. Kemmis and J. T. Smith, 37–62. Rotterdam: Sense.
- Kemmis, S. C., C. Edwards-Groves J. Wilkinson and I. Hardy 2012. “Ecologies of Practices.” In Practice, Learning and Change, edited by P. Hager, A. Lee and A. Reich, 33–49. Dordrect: Springer.
- Lowrie, T. 2014. “An Educational Practices Framework: The Potential for Empowerment of the Teaching Profession.” Journal of Education for Teaching 40 (1): 34–46. doi:10.1080/02607476.2013.864016.
- Margolis, J. 2012. “Hybrid Teacher Leaders and the New Professional Development Ecology.” Professional Development in Education 38 (2): 291–315. doi:10.1080/19415257.2012.657874.
- “Reimagining-Further-Education Conference: 23 June 2016 Held at Birningham City Uinversity.” 2016. http://www.bcu.ac.uk/news-events/calendar/reimagining-further-education
- Stengers, I. 2005. “Introductory Notes on an Ecology of Practice.” Cultural Studies Review 11 (1): 183–196. doi:10.5130/csr.v11i1.3459.
- Whitchurch, C. 2013. Reconstructing Identities in Higer Education. the Rise of Third Space Professionals. London: Routeledge.
- Wood, C., M. D. Farmer, and D. Goodall. 2016. “Changing Professional Identity in the Transition from Practitioner to Lecturer in Higher Education: An Interpretive Phenomenological Analysis.” Research in Post-Compulsory Education 21 (3): 229–245. doi:10.1080/13596748.2016.1195173.