Sustaining Employability Through Work-life Learning / Professional and Practice-based Learning Bd.35 (PDF)

Dr Stephen Billett is Professor of Adult and Vocational Education at Griffith University, Brisbane, Australia. After a career in clothing manufacturing, he became a vocational educator, teacher educator, professional educator and held a policy role in Queensland. Since 1992, at Griffith University, he has researched learning through and for work and published widely in fields of learning for occupations, vocational education, workplace learning, work, higher education and conceptual accounts of learning for occupational purposes. He has been Fulbright scholar (1999), National Teaching Fellow (2009-11), ARC Future Fellow (2011-16) recipient of honorary doctorates from Jyvaskala University, Finland (2013) and University of Geneva (2020), elected Fellow of the Academy of Social Sciences of Australia (2015), research fellow at Oxford University (2019-22), and adjunct professor at University of Stavanger, Norway (2019-23) and University Vast, Sweden (2019-). His current research projects are on: the standing of vocational education, integration of work experiences to promote university students' employability, resilience in healthcare workers, worklife learning in an era of change, continuing education and training in Singapore and re-imaging rural general practice after CoVid19. He is the founding and editor in chief of the journal Vocations and Learning: Studies in Professional and vocational education, and the Professional and practice-based learning book series for Springer.
Laurent Filliettaz is a full professor in Adult Education, Language and Work at the Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland. His expertise includes literacy issues in workplace contexts, multimodal interaction analysis in connection to learning and training practices in vocational education and training. He received his Ph.D. in linguistics in 2000 and has conducted numerous research projects over the years in areas such as pragmatics, interactional