Work and Learning Research Centre

Welcome to the Work and Learning Research Centre. Our research, engagement, and knowledge exchange in work and learning are internationally renowned for leading knowledge production in the field.

Our staff conduct research within Education, with a remit across the University. Since the Centre was established in 1997, our work has applied theories of education and practice to empirical research. We examine how knowledge and innovation are created, translated, and used.

Our research

Our research examines the theoretical and ethical aspects of practice-based study. It focuses particularly on the spaces that connect higher education with professional practice.

We apply philosophical ideas to professional development. Key areas include:

  • transdisciplinarity
  • ethics
  • values
  • epistemologies of change.

We have a strong record of research that informs professional learning through a cross-disciplinary higher education curriculum. This work recognises the transdisciplinary nature of paid and unpaid work.

For undergraduate students, this includes placements, work-related learning, and degree apprenticeships.

We have also researched and developed curricula and teaching methods for professionals studying part-time degrees. These approaches support researching professionals who already have expertise in their own fields.

Our research recognises the close relationship between Equality, Diversity and Inclusion and how knowledge is defined, produced, and evaluated. We have therefore developed responsive methods for practitioner research. We also examine how experiential knowledge can inform research evaluation and make change initiatives more relevant.

Postgraduate research

Our postgraduate researchers take a practice-focused approach. They seek to develop their own practice or their wider professional field. View examples of this work.

Their work brings together academic and professional networks across disciplines and stakeholder groups. It addresses challenges that cross traditional curricula and responds to current professional issues, often to promote social benefit.

The Centre researches and develops doctoral curricula for professional learning. Our Professional Doctorates and Practice-based PhDs use integrated, practice-based approaches. These programmes promote the exchange and translation of knowledge, with careful attention to outcomes and engagement.

Our international leadership includes facilitating the International Association for Practice Doctorates. We also chair the International Conference on Professional and Practice-based Doctorates.

Our doctorate pathways

The Work and Learning Research Centre works closely with the Centre for Research and Scholarship in the Education Department. It is also one of the Centre's special interest groups.

Visit the Work-based Learning e-journal.

Our open days

Speak with our academics about our courses, industry connections, and the career opportunities offered by postgraduate study at Middlesex.

Learn more about postgraduate open days.

Networks & Professional Bodies

Middlesex contact: Dr Paula Nottingham

The network is affiliated with the Universities Association for Lifelong Learning (UALL) and the University Vocational Awards Council (UVAC).

Based at the Work and Learning Research Centre, the network provides workshops, seminars, and conferences. It works with UALL and UVAC to influence the development of:

  • work-based learning
  • work-integrated learning
  • degree apprenticeships
  • professional and practitioner PhDs
  • Professional Doctorates
  • other forms of work-related and practice-based learning in higher education.

We have supported the Universities Association for Lifelong Learning (UK) Work and Learning Network since it began in 1994.

Please contact Dr Paula Nottingham with questions about the network.

Join the network mailing list.

Middlesex Convenors for UALL: Dr Paula Nottingham and Dr Elda Nikolou-Walker

Middlesex contact: Professor Carol Costley, Chair

The International Association of Practice Doctorates influences policy and practice through seminars and workshops.

Its aims are to:

  • connect higher education institutions, professional organisations, professional practice, and research
  • support and develop staff involved in doctoral education
  • represent professional and practice-based doctoral research nationally and internationally.

We have led the group and worked with the UK Council for Graduate Education (UKCGE).

Middlesex contact: Professor Darryll Bravenboer, Governing Council member

SEEC is a respected authority on Credit Accumulation and Transfer in higher education. It seeks to create learning opportunities through academic credit.

SEEC provides a reference point for credit-based learning, structures, and processes in the UK and internationally. Established in 1985, it is a network of universities and higher education providers. Members work together to advance the use of academic credit and widen access to learning.

The Work and Learning Research Centre contributed to the influential SEEC Credit Level Descriptors. These descriptors identify higher-level learning in work-based learning and accreditation contexts.

Middlesex contact: Professor Carol Costley, Chair

The Work and Learning Research Centre co-hosts the International Conference on Professional Doctorates with the UK Council for Graduate Education (UKCGE).

The conference examines how higher education institutions, professional associations, businesses, and other stakeholders create new opportunities for doctoral-level learning.

Conferences have taken place in London, Edinburgh, Florence, Cardiff, and Belfast. They have attracted international delegates, particularly from the United States, Australia, New Zealand, and Europe.

Seminars and workshops on related subjects now take place every other year.

Middlesex contact: Professor Darryll Bravenboer, Board Member

The University Vocational Awards Council (UVAC) represents the higher and further education sector. It provides an independent voice for members on higher-level vocational learning. Its mission is to champion this form of learning.

UVAC promotes:

  • meeting the higher vocational learning needs of individuals and employers
  • work-based routes into vocational higher education without artificial barriers
  • experiential and reflective learning
  • work-based and work-related higher education learning.

The Work and Learning Research Centre has made important contributions to UVAC. This includes work on policy and practice concerning the role of universities in Higher Apprenticeship development.

The Centre has also conducted research with UVAC. It provided editorial support for the UVAC journal, Higher Level Skills and Work-Based Learning.

Selected Funded Research Projects

  • Housing, Health and Safety-Rating System Review- investigate assessors and stakeholders training needs and establish a competency framework 2020-2022, Jill Stewart and Carol Costley
  • Creating institutional conditions for sustainable degree apprenticeships (2019-2020) Darryll Bravenboer led a Middlesex University consortium of Sheffield Hallam, Staffordshire Universities and UVAC
  • The Conscious Business and Work Based Learning Project Carol Costley, Nico Pizzolato and Carl Lyons 2016-2017
  • Carol Costley, Lisa Clarke, Nico Pizzolato, Susan Scott-Hunt, David Boud, Intellectual Property Regulation Board, Evaluation Research Project 2016-17
  • Nico Pizzolato, Gorkem Akgoz, Back into the factory: writing theory and practice of the industrial workplace into 21st century history and social theory, Newton Advanced Fellowship Funded Research Project in cooperation with Hacetteppe University, Turkey, 2015-17
  • Carol Costley, Nico Pizzolato, Darryl Bravenboer, "Work Based Learning - Didactic tools for extra-occupational studying? Learning from Europe", Brandenburg Fachhoch Schule, 2014
  • Supervising the Modern Doctorate reports and activities about the Erasmus+ project on Best  Supervision Practices in Professional Doctorate (2014-17)
  • Bacher, T., Costley, C., Etherington, D., Geiger, G., Hefler, G., Helemäe, J.,  Markowitsch, J., Roosalu, T., Saar, E.,Tamm, A. and Ure, O. (2013) Cooperation between education and training and the labour market in renewing VET CEDEFOP
  • Costley, C. and Dikerdem, M. (2011) Work based learning pedagogies and academic development. Project Report for Escalate
  • Maguire, K., Costley, C. and Scott-Hunt, S. (2010) Work Based Learning; new framework for solicitors evaluation Project Report for the Solicitors Regulation Authority
  • Costley, C. (2009) An assessment of Work Based Learning students’ engagement with the university Project Report for the Higher Education Academy.
  • Nixon, I., Willis, K., Major, D., Young, D., Tongue, A., Costley, C., Abukari, A., Biddle, P., Graham, S., McClenaghan, K., Helyer, R., Beadsmoore, A., Karuk, V., Siara, B. & Urwin, P. (2008) Work-based learning impact study. York: Higher Education Academy.
  • Costley, C., Stephenson, J. and Abukari, A. (2008) A Feasibility Study for A Workforce Development Centre for Wales funded by the Higher Education Funding Council for Wales.
  • Costley, C., Abukari, A. and Little, B. (2008) A Literature Review of Employee learning Research Report, York: Higher Education Academy
  • Costley, C. and Abukari, A. (2008) The Impact of Work Based Learning in Higher Education Research Report. York; Higher Education Academy
  • Garnett, J., Portwood, D. and Costley, C. (2004) Bridging Rhetoric and Reality: Accreditation of prior experiential learning (APEL) in the UK report commissioned by the University Vocational Awards Council
  • Armsby and Costley (2002) Practice-based research methodologies for practitioner-researcher Report of a pan-university research initiative NCWBLP, Middlesex University

Special Editions and Collected Works

  • Armsby, P. and Costley, C. and Weller, G. (2021) The Role of Practice in Doctoral Degrees  Research in Post-Compulsory Education. special issue 26 (2) forthcoming
  • Armsby, P. and Costley, C. (2019)  Professional Doctorate Curriculum, Pedagogy and Achievements Studies in Continuing Education, special issue 41 (2). pp. 135-141.
  • Gibbs, P. (Ed) (2015) ‘Transdisciplinary Professional Learning and Practice, Switzerland; Springer
  • Armsby, P. (2011) The impact of the Centres for Excellence in Teaching and Learning on the development of work‐related learning in the UK. Higher Education Skills and Work-based learning – vol 1 (3)
  • Costley, C. and Abukari, A. (2009) 'Work-based learning in higher education', special issue, The European Journal of Education, Vol 44 (3)
  • Young, D. and Garnett, J. (2009) Refereed Proceedings from Work-based Learning Futures III, conference, Derby, April
  • Garnett, J. and Young, D. (2008) Refereed Proceedings from the Work-based Learning Futures II, conference, Middlesex, May 2008
  • Costley, C, (2007) The worker as researcher special issue of Journal of Workplace Learning, Vol 19 (3),
  • Gibbs, P. Elliott, J. and Dikerdem, M. (2007) Work Based Learning and the worker researcher Special issue of Research in Post-compulsory Education, 12 (3). pp. 277-278. ISSN 1359-6748
  • Young, D. and Garnett, J. (2007) Refereed Proceedings from Work Based Learning Futures conference April, Derby.
  • Costley C. (Ed) (2007) Work based learning: assessment and evaluation in higher education Special issue of Assessment and Evaluation in Higher Education
  • Costley, C. (2002) Work Based Learning - Models and Implementations Special issue of New Capability , vol 5. No.1
  • Costley, C. (2001) special issue of The Learning Organization, vol. 8(2)
  • Portwood, D. and Costley, C. eds.(2000) Work based learning and the university: new perspectives and practices.  SEDA Paper (109). SEDA, Birmingham, pp. 23-35. ISBN 1902435125 Click here to view this paper on the Seda website
  • Superprof Doc - Annette Fillery Travis Principal investigator of the EU Erasmus + RA2 project SUPERProfdoc (187,000), Supervising the Modern Doctorate reports and activities about the Erasmus+ project on Best  Supervision Practices in Professional Doctorate (2014-17).

Doctoral studies

The Work and Learning Research Centre in the Department of Education offers a PhD for candidates conducting research into Work Based Learning as a field of practice and academic inquiry.

The degree is suitable for advanced practitioners who want to develop professional knowledge at doctoral level. Candidates often aim to influence their organisation or community of practice.

This developing field of practice-based research draws on theories of education and practice. It uses a broad definition of paid and unpaid work.

The field is transdisciplinary because professional and work-based practice often crosses academic boundaries.

Areas of inquiry may include:

  • policy concerning work and higher education
  • professional development
  • learning and development within organisations or communities of practice
  • the accreditation of learning
  • pedagogical theories and models for work and learning
  • relationships between theory and specific professional contexts
  • concepts and theories that guide professional practice.

A PhD in Work Based Learning or Professional Studies usually takes four to seven years of part-time study. It concludes with a thesis of 40,000 to 80,000 words.

All Middlesex PhD students initially enrol for an MPhil. They then transfer to a PhD.

This part-time degree is designed for experienced professionals and experts. Applicants must already have distinctive and relevant work in the public domain of suitable breadth and depth.

Eligible work may include:

  • reports
  • guides
  • policy documents
  • software
  • artistic works
  • journal articles
  • books.

The work must demonstrate originality. Candidates submit it with a context statement that reflects on and informs the submission.

The context statement is between 10,000 and 30,000 words. Candidates write it after registration and enrolment. At least two supervisors support the submission.

The degree is equivalent to a PhD by thesis. Examples are available in the Research repository.

Find out more about the Public Works PhD

All MProf/DProf awards are professionally equivalent to a PhD. They use the same rigorous assessment methods and criteria.

The Professional Studies Transdisciplinary MProf/DProf is open to experienced practitioners from all professional areas. Applicants should bring curiosity and a commitment to creating positive change in their sector or field.

The programme helps practitioners respond to complex, high-level challenges in their professional context.

Candidates critically reflect on their personal and professional practice. They then conduct doctoral-level, practice-focused research in their organisation or community of practice.

At the end of the programme, candidates submit a thesis and present it at a viva. Successful candidates receive a doctorate and can use the title Doctor.

The MProf/DProf is also available through Health, Education, Science and Technology. Specialisms include:

  • Health
  • Education
  • Environment
  • Risk
  • Disaster Risk and Response
  • Psychology
  • Criminology
  • Sociology
  • Social Work
  • Housing and Regeneration
  • International Relations
  • Social and Public Policy
  • Tourism and Hospitality Management
  • Sport
  • Biomedical Science.

Find out more about the MProf/DProf Health and Education/Science and Technology.

Supervisors with experience in work and learning guide candidates through a practice-focused doctorate. A second or third supervisor may provide specialist knowledge from an academic or professional field.

PhD candidates join the internationally recognised Work and Learning Research Centre. Its community of scholars and practitioners works at the forefront of the field. Candidates are encouraged to publish their work and develop their academic and professional careers.

“A degree apprenticeship is a particular type of job, which combines work with higher-level learning, and which leads to an undergraduate or postgraduate degree.

Apprentices spend most of their week at work. But they also spend at least 20 per cent of their time in off-the-job study or training”

(OfS, 2023).

Further information is available from:

Transdisciplinary approach

Our transdisciplinary approach addresses the complex issues that individuals and organisations face when planning and conducting research into professional practice.

Leaders, managers, and employees from many sectors use this approach to examine the complexity of their everyday work.

Our definition of work includes paid and unpaid workers and all valued contributions to practice. Candidates work across diverse disciplines, professional communities, organisations, and fields of practice.

This approach helps them develop innovative and relevant change programmes or solutions to persistent problems.

Transdisciplinary practice recognises that professionals often work across several disciplines. They develop solutions by drawing on knowledge and skills from different fields and domains.

The University’s Researcher Development Programme runs throughout the year. It provides research training through face-to-face sessions and online webinars.

The Centre also provides tutorials, seminars, and meetings with research students, staff, and guest speakers. These activities offer academic training in the field’s methodology, epistemology, and subject matter.

Explore our integrating University themes.

For enquiries about these degrees, please email Professor Carol Costley or call 0208 4116 524 and leave a message.

Impact Case Studies

The Work and Learning Research Centre has a strong record of research and knowledge exchange that informs professional learning. Its influence extends from certificate to doctoral level, within Middlesex University and beyond.

Transdisciplinarity describes a unity of knowledge that reaches beyond academic disciplines. This approach has developed over more than 30 years.

The Centre has developed its transdisciplinary approach through knowledge co-creation. We work with professional communities, organisations, and bodies in the UK and internationally.

Case studies include:

  • Middlesex University - Impact case studies
  • UK Council for Graduate Education - Impact case studies

Recent impact projects

March-Oct 2023

KE funding from Education and Training Foundation on behalf of the Apprenticeship Workforce Development programme to Middlesex University, Consalia Ltd, and the Open University for the Apprenticeship Workforce Development Programme; sponsored by the Education & Training Foundation and the Department for Education with support from the University Vocational Awards Council. The project ‘Mobilising provider insights for degree apprenticeships: comparing theoretical models to deliver effective integration for on and off the job learning’ is being supported by the University Vocational Awards Council. Project Team: Paula Nottingham (lead), Yan Mao (Middlesex) Sarah Bloomfield, Susan Timmons, Amanda Smith (Open University) Louise Sutton (Consalia Sales Business School)

The W&L RC is developing a research brief to share with the wider CPD team and feed into the long term aims of the project.

https://www.intra.mdx.ac.uk/news-views/announcements/2024/february/help-to-shape-our-provisions-for-professionals

This project will involve a review of the Governments proposals for the Lifelong Loan Entitlement signalled in the Skills for Jobs White Paper

https://www.gov.uk/government/consultations/lifelong-loan-entitlement

 

The entitlement is that individuals will, in future, be able to take out loans equivalent to four years of post-18 education over their lifetime.  This will enable learners to retrain and upskill throughout their lives in response to changing skills needs and employment patterns. 
The three elements to the entitlement:

  1. the creation of a unified student finance system for higher education and further education at Levels 4–6;
  2. bringing in student loans for separate modules (i.e., for parts of courses);
  3. a reform of the rules governing student loan eligibility for learners who already hold a qualification at the same or a higher level (ELQ rules).

https://wonkhe.cmail19.com/t/d-e-zhkjiuk-jljiuddriy-tt/

https://wonkhe.cmail20.com/t/d-e-zhyyhuy-jljiuddriy-tj/

https://www.bbk.ac.uk/news/birkbeck-sponsors-new-report-on-lifelong-learning

Exploring student perceptions of existing communities of practice (CoP) within a Degree Apprenticeship to enable the greater adoption of inclusivity principles for work-integrated studies.

This project explores critical elements of practice for the student experience and seeks to find steps that could enhance the development of more inclusive practice within the BSc (Hons) Business to Business Sales Degree Apprenticeship (partnered with Consalia Ltd) and work-integrated learning within Higher Education more generally. This research was presented as a conference paper at the Researching Work and Learning 12 Conference in Toronto 2022.

Paula Nottingham (Ed) and Yan Mao (MBT).

 Data from mathematics students in S&T were analysed by experienced researchers in Work-based learning. A report has been written that will inform future CPD projects and  to share the findings more widely and support Middlesex researchers.

Snezana Lawrence (SAT), Elda Nikolou-Walker (Ed), Carol Costley (Ed), David Boud (Ed)

This project involves and engages students in the enhancement of the mathematics assessment strategy and will add to the body of knowledge relating to assessment in non-traditional forms. Mathematics learned societies are concerned that open-book assessments do not provide the desired academic integrity and urge caution in the removal of traditional exams. Middlesex is taking a lead in this national conversation as it is believed that technology-supported coursework provides greater opportunity for authentic real-world assessment. The connectivity afforded by this digital platform can improve academic integrity and provide options to students as the best way to gauge their learning.

Alison Megeney, (SAT),  Nick Sharples (SAT), Elda Nikolou-Walker (W&LR.C.)

Darryll Bravenboer, W&LR.C SIG/CERS in partnership with the Open University (OU), the University Vocational Awards Council (UVAC) and Credit Works.

The project focuses on the recognition of prior learning by both ascribing credit value to specific healthcare apprenticeships and by establishing a national standard for accrediting prior experiential learning (APEL), including learning achieved through work.

https://uvac.ac.uk/update-accreditation-of-prior-experiential-learning-apel-standardisation-project/

Manchester Met in partnership with Middlesex (Darryll Bravenboer, W&LR.C. and Director Centre for Apprenticeships and Skills), Wolverhampton, Kingston universities and the University Vocational Awards Council are working on a QAA funded Collaborative enhancement research project to systematically analysethe pedagogical challenges of developing and delivering degree apprenticeship programmes.

David Boud, Carol Costley, Steven Cranfield, Paula Nottingham, Elda Nikolou-Walker, Dilys Wilson and Jeenal Desai (Education), Kathy Wilson and Justin MacDermott (Health), Mehmet Dikerdem (Law), Simon Roberts (Business School), Tim Riley (ACI)

The ‘outputs’ of this activity were developed into a collaborative research report, published paper and resources that will be of value to Schools at Middlesex University and the wider sector. (2022): The pivotal role of student assessment in work-integrated learning, Higher Education Research & Development, DOI:10.1080/07294360.2022.2152981

Middlesex is a delivery partner for the Aspire London project, lead by London South Bank University. The pan-London project is funded (£5m) through the European Social Fund and the Greater London Authority and will support unemployed or low waged Londoners gain new skills and progress in their careers.

Darryll Bravenboer, (W&LR.C.), Stan Lester and Finbar Lillis (Middlesex Associate Researchers)

Key aspects of best practice that underpin tri-partite review practice are established as a signature pedagogy for apprenticeships and police education. Middlesex leads the Police Education Consortium delivering police education to Surrey, Sussex and Hampshire police forces. The research involved examining data and evidence from identified Consortium university and police force partner staff including existing student officers, regarding the practice of conducting tri-partite reviews across Police Education Consortium programmes.

Darryll Bravenboer, published initial findings of research on social mobility and apprenticeships

David Boud and Carol Costley (Education) Steve Marshall (Ashridge) Brian Sutton (Business School) and DProf Alumni collaborated with DProf candidates and graduates for this research.

The nature and size of the organisation or professional field within which candidates operate were explored, the nature of their responsibilities and the degree of buy-in of their organisation (or professional field in the case of those not employed within an organisation, e.g. consultants) to the particular study they undertake were considered. The work made a contribution to the understanding of the effect and effectiveness of professional doctorates. This research led to a publication: Boud, D. , Costley, C. , Marshall, S. and Sutton, B.  (2021) Impacts of a professional practice doctorate: a collaborative enquiry. Higher Education Research and Development, 40 (3) . pp. 431-445.This in turn can be fed back to the conduct of DProfs to improve such programmes.

Visiting Professors

Email: S.Corrie@mdx.ac.uk

Professor Sarah Corrie is a Consultant Clinical Psychologist, Chartered Psychologist, Registered Coaching Psychologist and HCPC Registered Practitioner Psychologist. An author of over 80 articles for academic journals, professional journals and trade magazines, and seven books including, The Art of Inspired Living: Coach Yourself with Positive Psychology; Making Effective Decisions in Counselling and Psychotherapy (with David Lane), and most recently Supervision in the Psychological Professions (with David Lane & Mary Watts), she has extensive experience in both the public and private sectors.

Sarah is an Academic Advisor for Middlesex University where she is also a Visiting Professor. Her other roles at Middlesex include Membership Officer for the International Association for Practice Doctorates.

Sarah is the Programme Director of the Postgraduate Diploma & MSc in Cognitive Behavioural Psychotherapy offered by Royal Holloway University of London and Central and North West London Foundation Trust. She has extensive experience in supervising and training practitioners in the fields of psychology, psychotherapy and coaching, both nationally and internationally. As a Founder Member and former Chair of the British Psychological Society’s Special Group in Coaching Psychology, she has a strong and long-standing commitment to developing and promoting coaching as a discipline and profession. She was the recipient of the British Psychological Society’s Distinguished Contributions to Coaching Psychology Award in December 2016.

Organisations: Raymond Yeung & Co, Certified Public Accountants; East Asia Work Based-Learning Centre, operated by Institute of Professional and Continuing Education Limited

Email: R.Yeung@mdx.ac.uk

Before practising as a professional accountant, Raymond had had 10 years’ experience in film industry. He had plenty of experience in taking care of entertainer's tax, finance and performance engagements.

Apart from his financial education and professional status in Hong Kong, Canada and the U.S.A. Raymond has a strong background in law, professional education and operation management.

His main interest is in international tax planning, brand building and management. He has extensive experience in helping clients set up standard costing and cost control systems, build and manage their corporate and personal brand.

Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), Lifelong and Comparative Education

Karen Evans is Professor in UCL Institute of Education, University College London. She is a leading researcher in the UK Economic and Social Research Council’s Research Centre LLAKES, investigating Learning and Life Chances in Knowledge Economies and Societies. Her research interests are learning in life and work transitions, and learning in and through the workplace. She has directed major studies of learning and work in Britain and internationally, publishing widely in articles and books including Youth and Work Transitions in Changing Social Landscapes (2013), The Sage Handbook of Workplace Learning (2011); Improving Literacy at Work (2011); Learning, Work and Social Responsibility (2009) and Improving Workplace Learning (2006).  She is a Fellow of the Academy of Social Sciences.

Email: D.Lane@mdx.ac.uk

David Lane is Director and co-founder of the Professional Development Foundation, which has for forty years pioneered work-based professional development. As well as contributing to research and the professional development of coaching Professor Lane has coached in a wide range of organisations including major consultancies, multinationals, and public sector and government bodies.  He also pioneered the international development of work based masters and doctorate degrees for experienced coaches. He has published widely on coaching. He co-created the International Centre for the Study of Coaching at Middlesex. Publishing widely in coaching - education – counselling and management he has also developed the field of supervision within professional bodies.

He was Chair of the British Psychological Society Register of Psychologists Specialising in Psychotherapy and convened the European Federation of Psychologists Associations group on Psychotherapy. He has served on committees of the BPS, CIPD, WABC and EMCC, as well as being a founder member of the Global Coaching Community. His contributions to counselling psychology led to the senior award of the BPS for “Outstanding Scientific Contribution”. In 2009 the British Psychological Society honoured him for his Distinguished Contribution to Professional Psychology. In 2016 he was made an Honorary Associate of the Royal College of Veterinary Surgeons for contributions to developing the field of general practice and the professional development of its members and also was elected a Fellow of the Academy of Social Sciences.