I worked in the School until 2014, and am now an Emeritus Professor, taking an active role in the School's research and graduate supervision, as well as taking a small amount of teaching. In addition, I serve as an Honorary Professor at the University of Warwick, and chair Scotland's Learning Partnership.
Life History Approaches to Access and Retention of Non-traditional Students in Higher Education (with Barbara Merrill and Linden West), RELA: Recherche europpéenne en l’apprenance des adultes, 3, 1, 2012, 77-89 (https://dspace.stir.ac.uk/handle/1893/4765)
Transitions and lifelong learning: signposts, pathways, road closed?Lifelong Learning in Europe, 17, 1, 2012, 5-11
Adult learning, health and well-being – changing lives? The Adult Learner: Irish journal of adult & community education, 2011, 13-25
Service learning in Britain between the Wars: university students and unemployed camps, History of Education, pre-print on iFirst (DOI:10.1080/0046760X.2011.582047)
Biesta, G.J.J., Field, J., & Tedder, M. (2010). A time for learning: Representations of time and the temporal dimensions of learning through the lifecourse. Zeitschift fur Pädagogik 56(3), 317-327.
Field, J. (2010). Lifelong Learning. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (pp. 89-95). Amsterdam: Elsevier.
Good for your Soul? Adult learning and mental well-being, International Journal of Lifelong Education, 28, 2, 2009, 175-91
The Mental Wealth of Nations (with J. Beddington, C. Cooper, U. Goswami, F. Huppert, R. Jenkins, H. S. Jones, T. Kirkwood, B. Sahakhian, S. Thomas), Nature, 455, 23 October 2008, 1057-60
Partnerships in and for lifelong learning, Lifelong Learning in Europe, xiii, 1, 2008, 40-45
Behaviourism and vocational education and training, 1940-1975: the programmed instruction movement in Britain, Journal of Vocational Education and Training, 59, 3, 2007, 313-29
Bologna and an Established System of Bachelor’s/Master’s Degrees: the example of adult education in Britain, Bildung und Erziehung, 58, 2, 2005, 207-19
Articulation and Credit Transfer in Scotland: Taking the academic highroad or a sideways step in a ghetto? Journal of Access Policy & Practice, 1, 2, 2004, 85-99
Promoting Social Capital in a ‘Risk Society’: a new approach to emancipatory learning or a new moral authoritarianism? (with Kathryn Ecclestone), British Journal of Sociology of Education, 24, 3, 2003, 267-81
Civic engagement and lifelong learning: survey findings on social capital and attitudes towards learning, Studies in the Education of Adults, 35, 2, 2003, 142-157
Social Capital: an analytical tool for exploring lifelong learning and community development (with Sue Kilpatrick and Ian Falk), British Educational Research Journal, 29, 3, 2003, 417-33
Attitudes towards lifelong learning, Labour Market Bulletin, 17, 2003, 174-79
Badania nad calozyciowym uczeniem sie doroslych: tendencje I perspektywy w swiecie anglojezyczynym, Kwartalnik Mysli Spoleczno-Pedagogicznej Teraznjejszosc Czlowjek Edukacja, 21, 1, 2003, 63-81
Understanding Participation in Learning for Non-traditional Adult Learners: learning careers and the construction of learning identities (with Beth Crossan, Jim Gallacher and Barbara Merrill), British Journal of Sociology of Education, 24, 1, 2003, 55-67
Educational Studies Beyond School, British Journal of Educational Studies, 50, 1, 2002, 120-144
Lifelong education, International Journal of Lifelong Education, 20, 1-2, 2001, 3-15
Ambivalent Identities: The role of risk and contingency in adults’ descriptions of participation in education and training. Journal of Adult and Continuing Education, 7, 1, 2001, 75-92.
Recreating Apprenticeship: lessons from the Irish standards-based model (with Michéal O Dubhchair), Journal of Vocational Education and Training, 53, 2, 2001, 247-61.
Learning from our lives, in Peter Jarvis (ed.), The Routledge International Handbook of Learning, Routledge, London, 2012,176-83
Learning in Working Life: Agency, identity and workplace learning, in R. Catts, I. Falk and R. Wallace (eds.), Vocational Learning: Innovative theory and practice, Springer, Dordrecht, 2011, 229-42
Biography and generation, in Herzberg, H. and Kammler, E. (eds.), Biographie und Gesellschaft. Überlegungen zu einer Theorie des modernen Selbst. Frankfurt: Campus, 2011, 379-96
Lifelong learning, welfare and mental well-being into older age: trends and policies in Europe, in Gillian Boulton-Lewis and Siu Ling Tam (eds.), Active ageing, active learning: Issues and challenges, Springer, Dordrecht, 2011, 11-20
Soziale Netzwerke und Übergänge im Lernen, in S. Vater, W. Kellner + W. Jütte, (eds.), Erwachsenenbildung und Sozialkapital, Lit Verlag, Vienna, 2011, 33-49
Seriously useless learning? Potential and limits of recent research on the benefits of learning, pp. 220-29 in J. Derrick et al. (eds.), Remaking Adult Learning, Institute of Education, 2011
Lifelong Learning, pp. 89-95 in Penelope Peterson, Eva Baker and Barry McGaw (eds.), International Encyclopedia of Education, Elsevier, Amsterdam, 2010
Field, J. (2010). Promoting equality through lifelong learning. In R. Dempsey (ed.), Equality in a Time of Change: Mainstreaming equality in further education, training and labour market programmes (pp. 6-13). Dublin: Equality Authority
Field, J., & Malcolm, I. (2010). Learning in emotional labour and emotion work. In L. Cooper & S. Walters (Eds.), Learning/Work: Turning work and learning inside out (pp.169-181). Cape Town: Human Sciences Research Council Press.
Field, J. (2010). Models of provision of lifelong learning: how is it done around the world? In C. Cooper, J. Field, U. Goswami, R. Jenkins & B. Sahakhian (Eds.), Mental Capital and Well-being (pp.17-31). Oxford: Wiley-Blackwell.
My research interests encompass the social and economic contexts of adult learning, policy in lifelong learning, and the history of adult education and training. Together with Professor Gert Biesta, I co-directed the Learning Lives project (www.learninglives.org), which is now being written up for publication. The project examines the meaning and significance of formal and informal learning in the lives of adults, and was funded by the Economic and Social Research Council as part of its Teaching and Learning Research Programme. Theoretically, it is concerned with the interplay of learning with structure, agency, identity and change over the life course.
I am also involved in a transnational study of Access and Retention: Experiences of non-traditional learners in higher education (http://www.ranlhe.dsw.edu.pl/). Our research looks at how non-traditional students in higher education experience the processes of learning, how they perceive themselves as learners and how their identity as learners develops. It involves case studies in seven European countries, and is funded by the European Commission.
Doctoral Supervisory Interests
This member of staff is interested in supervising doctoral students in the following subject areas: