PhD - Commodification and the Official Discourse of Higher Education - Institute of Education, University of London
MA Philosophy of Education - Institute of Education, University of London
BEd (Hons) Art and Design - Hertfordshire College of Higher Education
Principal Fellow of the Higher Education Academy
Qualified Teacher Status
Dr Darryll Bravenboer is Deputy Director of the Institute for Work Based Learning, Middlesex University. He is a Principal Fellow of the UK Higher Education Academy and has extensive experience of developing vocational and work-based higher education provision in response to the needs of a wide range of employment sectors in diverse professional contexts. His research interests include the philosophy and sociology of education, higher education policy, fair access, widening participation, lifelong learning and vocational, work-based and employer-responsive higher education. His current responsibilities include building sustainable partnerships with employers and industry sectors to deliver innovative higher-level learning opportunities as well as leading the University's work in developing Higher and Degree Apprenticeships. He is also Chair of Middlesex University's Accreditation Board, which includes overseeing the University's approach to individual APEL claims as well as the accreditation of external courses and training activity. Darryll is also a Trustee and Board member of SEEC credit consortium, Board member of Linking London, a member of the National Skills Academy for Retail HE Group and a member of the CITB Advisory Group for the construction sector.
Before joining Middlesex University, Darryll worked for the University of Hertfordshire in the Faculty of Interdisciplinary Studies as Director for the East of England Lifelong Learning Network. This included specific responsibility for the distribution of HEFCE Additional Student Numbers across the region, Progression Agreements, Curriculum Development Projects and the Creative and Cultural Industries sector. This involved working with eleven HEIs from diverse mission groups and thirty-five FECs, as well as a wide range of regional and national industry and sector organisations and employers to promote progression to higher education through vocational routes.
Prior to this Darryll was Director of Higher Education at Croydon College with responsibility for all aspects of higher education provision including: quality assurance and enhancement, HEFCE funding, curriculum development and validation, research and scholarship development, as well as significant partnership working with a range of universities. Darryll's broad ranging experience also includes working as a Senior Graphic Design Consultant with major corporate clients and working in Secondary Schools as a qualified teacher.
Dr Bravenboer seeks to deploy his knowledge, skills and expertise to generate innovative responses to the changing landscape of higher education.
Dr Darryll Bravenboer is Deputy Director of the Institute for Work Based Learning at Middlesex University.
Principal Fellowship of the Higher Education Academy is awarded in recognition of:
A sustained, effective record of strategic impact at institutional, national or international level and be committed to wider strategic leadership in teaching.
Being a highly experienced member of senior staff with wide-ranging academic or strategic leadership responsibilities in connection with key aspects of teaching and supporting learning.
Being responsible for institutional strategic leadership and policymaking in the area of teaching and learning, possibly extending beyond my own institution.
Dr Bravenboer also has a key interest in the development and enhancement of the transdisciplinary field of professional and work-based learning and was a key architect of the University's Work Based Learning Framework. He also Chairs the University Accreditation Board which operates to recognise both prior and experimental learning as well as learning from external courses and training. He leads the University's work in developing Higher and Degree Apprenticeships including initiatives in the folioing professional practice sectors: Construction Management; Retail Management; Commercial Aviation; Creative Industries. He has also supported the development of apprenticeships in Care Leadership and Management in collaboration with the School of Health and Education.
As an Academic Associate of the Higher Education Academy, Dr Bravenboer uses his expertise to support individuals, teams and higher education communities to enhance the quality and impact of learning and teaching.
Bravenboer D. W. (2016) ‘Why co-design and delivery is a ‘no-brainer’ for higher and degree apprenticeships’, Higher Education, Skills and Work-based Learning, Special Issue: Higher and Degree Apprenticeships: creating the future workforce, Emerald
Bravenboer D. W. and Lester S. (2016) ‘Towards an integrated approach to professional competence and academic qualification’, Education + Training, Vol. 58, Iss: 4, Emerald Insight
Bravenboer D. W. and Workman B. (2016) 'Flexible Frameworks and Building Blocks' in Helyer R. (In press) Facilitating work-based learning: A tutor's handbook, Palgrave Macmillan
Bravenboer D. W. and Workman B. (2016) 'Developing a Transdisciplinary Work Based Learning Curriculum: a model for recognising learning from work', in Keppell M., Reushle S., and Antonio A. (In press) Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, IGI Global
Bravenboer D. W. (2012) 'The Official Discourse of Fair Access to Higher Education' Widening Participation and Lifelong Learning, Special Issue in Volume 14: Discourses of Inclusion in Higher Education 2012:36:1, Open University
Anderson A, Bravenboer D W and Hemsworth D (2012) 'The role of universities in higher apprenticeship development', Higher Education, Skills and Work-based Learning, Vol. 2 Iss: 3 pp. 240 – 255, Emerald
Bravenboer D. W. (2011) 'Maximising employer-responsive progression through organisational development', in Tallantyre F. and Kettle J., Learning from Experience in Employer Engagement, Higher Education Academy
Bravenboer D. W. (2011) 'Progression and Fair Access to Higher Education in the Creative and Cultural Industries Sector' in Inclusive practices, inclusive pedagogies: learning from widening participation research in art and design HE, NALN/Ukadia
Bravenboer D. W. (2009) Commodification and the official discourse of higher education (PhD Thesis), University of London, Institute of Education
Bravenboer, D. W. and Cairns, B. and Judson, T. (2009) Development for change. University of Hertfordshire.
Bravenboer, D. W. (2008) Progression in practice.University of Hertfordshire.
Betts, M. and Bravenboer, D. W. (2008) 'An introduction to the theory and practice of MOVE progression accords.' In: Seminar report on progression agreements and accords. Higher Education Funding Council for England, Bristol, pp. 12-18.
Bravenboer, Darryll and Workman, Barbara (2016) Developing a transdisciplinary work based learning curriculum: a model for recognising learning from work. In: Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies. Keppell, M. and Reushle, S. and Antonio, A. , eds. IGI Global. (Accepted/In press)
Bravenboer, Darryll and Workman, Barbara (2015) Flexible frameworks and building blocks. In: The work-based learning tutors handbook. Helyer, Ruth , ed. Palgrave-MacMillan. (Accepted/In press)
Bravenboer, Darryll (2015) The concept of Work Based Learning at Middlesex University. In: Work Based Learning – A didactic instrument for studying while in employment? Learning from Europe.
Bravenboer, Darryll (2015) Delivering higher level and degree apprenticeships: opportunities and challenges - Middlesex University case study workshop. In: HEFCE London and East institutional team event: Higher level and degree apprenticeships, 3 Jun 2015, Central Hall Westminster, London, United Kingdom.
Bravenboer, Darryll (2015) New degree apprenticeships and the implications for credit. In: SEEC Summer Symposium: Dimensions of Credit: Current UK Perspectives, 19 Jun 2015, London, United Kingdom.
QAA Literature Review - Work-integrated Degrees: context, engagement, practice and quality, (2016), funded by QAA, - Researcher
Asda - On Your Marks – Retail Management Programme, (2016 - ongoing), funded by Asda, - Project Manager
Sales Transformation programmes, (2015 - ongoing), funded by Consalia Ltd, - Project Manager
To Certify and Accredit the Current EASO Training Curriculum (2016), funded by EASO (£42k) - Project Team
Professional Practice in Coaching, (2015 - ongoing), funded by Nationwide Insurance - Project Contract Manager
Accelerated work-based degrees in the creative industries sector, (2014-2015), funded by HEFCE/Creative Skillset (£35k) - Project Manager
Asda - Retail Operations and Distribution programmes, (2013 - 2016), funded by ASDA (c£540k) - Project Manager
Retail Management Higher Apprenticeship progression pathways, (2013), funded by National Apprenticeship Service/Skills Funding Agency (£30k) – Project Manager
Higher Apprenticeship in Construction Management, (2012-2013), funded by National Apprenticeship Service/Skills Funding Agency (£1.5m) – Project Manager
Halifax Bank - Retail Banking Practice programmes (2010 - 2015), funded by Lloyds Banking Group, (c£900k) - Project Manager
Higher Apprenticeship for Professional Pilots Project, (2013) funded by National Apprenticeship Service/Skills funding Agency (£24k) - Academic Developer
Integrating professional recognition into the development of higher education qualifications 2012-present), funded by Linking London (£3k) – Project Manager
Professional Development Qualifications, (2010) funded by Linking London (£3k) – Project Manager
Progression Agreements from Advanced Apprenticeships to Higher Education provision, (2010) funded by Linking London (£3k) – Project Manager
Middlesex Organisational Development Network (MODNet), (2009- 2012), funded by HEFCE Strategic Development Fund (£8m) – Senior Manager