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Sunderland Repository records the research produced by the University of Sunderland including practice-based research and theses.

Endless change in the learning and skills sector: the impact on teaching staff

Edward, Sheila, Coffield, Frank, Steer, Richard and Gregson, Margaret (2007) Endless change in the learning and skills sector: the impact on teaching staff. Journal of Vocational Education & Training, 59 (2). pp. 155-173. ISSN 1363-6820

Item Type: Article


This paper explores the impact of change on tutors and managers in 24 learning sites in England, in vocational courses at Level 1 or Level 2 1 in further education (FE) colleges and in basic skills provision in adult community education and workplaces. We discuss the views of these participants in the research project, The Impact of Policy on Learning and Inclusion in the Learning and Skills Sector, funded through the Teaching and Learning Research Programme (TLRP) of the UK Economic and Social Research Council (ESRC), in relation to other research on professionals in the sector. We then consider in turn the diversity in a group of tutors and managers we interviewed; their perceptions of the sources of change in their sector; and changes in the learner groups with whom they work. Three examples of changes affecting staff, and their responses to those changes, are then discussed, one from each of the research contexts: FE colleges, adult and community learning (ACL) and work‐based learning (WBL). We raise serious questions about the pace of policy‐led change, the management of change and professionals’ responses to turbulence in the sector, and stress the need to consider the impact on staff, and to listen to those who work closely with learners.

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More Information

Depositing User: Leah Maughan


Item ID: 12368
Identification Number:
ISSN: 1363-6820
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Users with ORCIDS

ORCID for Margaret Gregson: ORCID iD

Catalogue record

Date Deposited: 30 Jul 2020 15:16
Last Modified: 30 Jul 2020 15:16


Author: Margaret Gregson ORCID iD
Author: Sheila Edward
Author: Frank Coffield
Author: Richard Steer

University Divisions

Faculty of Education and Society > School of Education

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