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Higher Vocational Education Delivered in Colleges: A Global Perspective

Special issue call for papers from Higher Education, Skills and Work-based Learning

Guest Editors:

Leesa Wheelahan (OISE at the University of Toronto) - [email protected]

Gavin Moodie (RMIT) - [email protected]


Higher education is changing around the world. Demographics, the pace of technical change, competitive global markets and the need for sustained employability in difficult economic times all generate an interest from employers and employees alike in the maintenance of high levels of technical skills.  This demand for higher level skills which will equip them for success in a global modern economy is stimulating fundamental reviews of the purpose of higher education and its role in providing highly-skilled individuals. Defining what those skills are and placing them alongside traditional and accepted models of HE is challenging existing providers. It is also encouraging new entrants to the HE world as both deliverers of learning and as students.

This Special issue will examine the place of higher level vocational skills delivered in a college setting in the broader HE landscape. Colleges have delivered Higher Education for many decades, with an offer focussed on practice-based Higher Education characterised by a close relationship with local employers and professional bodies in the design and delivery of higher level vocational skills. This issue will identify the benefits of such provision, illuminate good practice and share problems and potential solutions internationally.

Themes of Interest

Articles may touch on any of the following, all of which are of interest to those delivering college based HE:

• Defining higher level vocational skills
• Stimulating a college–wide culture of progression and scholarship
• Skills-based scholarly activity – definitions and examples
• Quality assurance of vocational HE within an FE environment
• Working with employers
• Student expectations of their college and their teachers
• Policy implications and impacts on part-time students


Submission Process

In the first instance authors should submit an abstract of not more than 500 words describing the content of the proposed paper and demonstrating how it addresses the themes of the special edition. 

Abstracts or expressions of interest should be sent to the guest editors of the special issue by 30th April 2014.

Authors are invited to submit a full paper via the journal submission system, Scholar One Manuscripts by 31st July 2014.

The special issue will follow the peer review process, formatting guidelines and publishing schedule of Higher Education, Skills & Work-based Learning (Emerald).

For more details visit Author Guidelines. Full submissions should be made by 31st July 2014.

This issue will be published in early 2015.



We are especially interested in papers from practice or written jointly with practitioners. Case studies are also especially welcome.