Editorial Gold Open Access 2021

Guest editorial

Journal of Work-Applied Management
Journal · Vol. 13 · Issue 1 · pp. 2-5
Abstract

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Author Affiliations
Faculty of Education and Children's Services, University of Chester, Chester, Cheshire, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Bound, Helen, Spaces and Spaces ‘In Between’ – Relations Through Pedagogical Tools and Learning, Technical and Vocational Education and Training, 29, pp. 243-258, (2018)
2 Bravenboer, Darryll Willem, Towards an integrated approach to the recognition of professional competence and academic learning, Education and Training, 58, 4, pp. 409-421, (2016)
3 Climate Change and Sustainable Development the Response from Education, (2009)
4 Dadze-Arthur, Abena, Testing ZELPH ['sɛlf] – a self-assessment instrument to surface intended and unintended outcomes of work-integrating pedagogies, Journal of Work-Applied Management, 13, 1, pp. 36-50, (2021)
5 Daubney, Kate, “Employability is not inimical to good learning” *: rearticulating school academic curricula to surface their employability value, Journal of Work-Applied Management, 13, 1, pp. 103-116, (2021)
6 Careers Guidance and Access for Education and Training Providers Statutory Guidance for Governing Bodies School Leaders and School Staff, (2018)
7 Dimov, Dimo, Nascent entrepreneurs and venture emergence: Opportunity confidence, human capital, and early planning, Journal of Management Studies, 47, 6, pp. 1123-1153, (2010)
8 Dorr, Brian M., Addressing the silver tsunami in the accounting industry, Journal of Work-Applied Management, 13, 1, pp. 142-153, (2021)
9 Falletta, Salvatore V., The HR analytics cycle: a seven-step process for building evidence-based and ethical HR analytics capabilities, Journal of Work-Applied Management, 13, 1, pp. 51-68, (2021)
10 Helyer, Ruth, Aligning higher education with the world of work, Higher Education, Skills and Work-based Learning, 1, 2, pp. 95-105, (2011)
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