BSc (Hons), BA (Hons), PhD (Syd), DipEd (Tech) (Syd Teach Coll)

Professor

Telephone: +61 2 9514 3826
Email: Paul.Hager@uts.edu.au
Room: CB10.5.589
Campus: City - CB10 Building

Professor Hager has been involved in vocational education for over 30 years, with his major focus being the professional development of vocational teachers and trainers. Over the last fifteen years he has concentrated on contributing to Australia's expanding research program in vocational education and training. He was a joint author of the 1992 report No Small Change: Proposals for a Research and Development Strategy for Vocational Education and Training in Australia. This report highlighted the paucity of research in the area of vocational education and training and preparing the way for the subsequent burgeoning research program in Australia.

Research Areas:

Professor Hager is a member of the Changing Practices research cluster of the Centre for Research in Learning and Change, a designated Key University Research Strength. His main research interests centre on informal workplace learning, professional practice and the role of generic skills in work. He has led multidisciplinary research teams investigating these topics for a range of professions and skilled occupations. Professor Hager's own discipline is philosophy. This underlies his ongoing scholarly interest in the emerging field of philosophy of adult and vocational education.

Professor Hager is also an authority on Bertrand Russell's philosophy. His 1994 book Continuity and Change in the Development of Russell's Philosophy (Nijhoff International Philosophy Series. Dordrecht/Boston/London: Kluwer Academic Publishers) won the 1996 Bertrand Russell Society Book Award.

Research Supervision

Paul Hager is currently supervising a range of doctoral research projects that fall within his areas of research interest.

Current Projects

Following recently published books on informal learning as it relates to lifelong learning (Hager & Halliday 2006) and on graduate attributes and lifelong learning (Hager & Holland eds. 2006), Paul Hager is working on a new book (with David Beckett, University of Melbourne) on practice and agency in the workplace. He is currently completing a three-year ARC Discovery research project on judgement and learning in the workplace. He is also initiating new research projects on continuing professional learning.

• Fellow of the Philosophy of Education Society of Australasia
• Associate Editor of Educational Philosophy and Theory since 1996 and a member of its Editorial Board since 1990
• Longstanding editorial advisor for Journal of Vocational Education and Training, Australian Journal of Education, Australian and New Zealand Journal of Vocational Education Research, and London Review of Education. As well regular refereeing for Higher Education Research and Development, Studies in Continuing Education, Educational Theory, and Studies in Philosophy and Education.
• Special issue editor for Educational Philosophy and Theory (three times), Journal of Workplace Learning, and Australian Journal of Education.
• Treasurer and Executive Member of the Philosophy of Education Society of Australasia, 1990 - 1993.
• Treasurer and Executive Member of the NSW Institute for Educational Research, 1993 - 1996.

Publications:

Books/monographs

P. Hager and J. Halliday (2006) Recovering Informal Learning: Wisdom, Judgement and Community, (Lifelong Learning Book Series, Vol. 7).Dordrecht: Springer. ISBN 978-1-4020-5345-0

P. Hager and S. Holland (eds.) (2006) Graduate Attributes, Learning and Employability, (Lifelong Learning Book Series, Vol. 6). Dordrecht: Springer. ISBN: 978-1-4020-5341-2

D. Beckett and P. Hager (2002) Life, Work and Learning: Practice in Postmodernity. Routledge International Studies in the Philosophy of Education 14. London and New York: Routledge.

Selected chapters/contributions to books

P. Hager (2007 in press) ‘Towards a New Paradigm of Vocational Learning’, in C. Winch & L. Clarke (eds.) Vocational Education: International Perspectives and Developments. London: Routledge.

P. Hager & S. Holland (2006) ‘Chapter One: Introduction’, inP. Hager and S. Holland (eds.) Graduate Attributes, Learning and Employability, (Lifelong Learning Book Series, Vol. 6). Dordrecht: Springer, pp. 1-15.

P. Hager (2006) ‘Nature and Development of Generic Attributes’, in P. Hager and S. Holland (eds.) Graduate Attributes, Learning and Employability, (Lifelong Learning Book Series, Vol. 6). Dordrecht: Springer, pp. 17-47.

P. Hager (2005) ‘Current Theories of Workplace Learning: A Critical Assessment’, in Bascia N., Cumming A., Datnow A., Leithwood K. & Livingstone D. (eds.) International Handbook of Educational Policy. Part Two. Dordrecht: Springer, pp. 829-846.

P. Hager (2005) ‘What Is Vocational Education?’, in Hare W. & Portelli J.P. (eds.) Key Questions for Educators. Halifax, N.S.: Edphil Books. (A United States edition published by Caddo Gap Press will appear in 2007).

P. Hager (2004) ‘The Conceptualisation and Measurement of Learning at Work’, in Helen Rainbird, Alison Fuller and Anne Munro (eds.) Workplace Learning In Context. London and New York: Routledge, pp. 242-58.

R. Curren, E. Robertson & P. Hager (2003) 'The Analytical Movement', in R. Curren (ed.) A Companion to the Philosophy of Education. Oxford: Basil Blackwell.

P. Hager (2003) 'Russell's Method of Analysis', in N. Griffin (ed.) The Cambridge Companion to Russell. Cambridge: Cambridge University Press.

P. Hager & T. Hyland (2002) 'Vocationalism and Skills', in N. Blake, P. Smeyers, R. Smith & P. Standish (eds.) The Blackwell Guide to the Philosophy of Education. Oxford: Basil Blackwell.

P. Hager (2001) 'Lifelong Learning and the Contribution of Informal Learning', in D. Aspin, J. Chapman, M. Hatton & Y. Sawano (eds.) International Handbook of Lifelong Learning. Dordrecht/Boston/London: Kluwer Academic Publishers, pp. 79-92.

P. Hager (2000) 'Russell', in W. H. Newton-Smith (ed.) A Companion to the Philosophy of Science. Oxford: Basil Blackwell, pp. 408-12.

P. Hager (2000) 'Knowledge that Works: Judgement and the University Curriculum', in C. Symes & J. McIntyre (eds.) Working Knowledge: The New Vocationalism and Higher Education. Open University Press/Society for Research into Higher Education.

P. Hager (2000) 'Judgement and the Law Society of NSW Specialist Accreditation Scheme', in A. Arguelles & A. Gonczi (eds.) Competency Based Education and Training: A World Perspective. Mexico: Noriega/Limusa.

P. Hager (1999) 'Finding a Good Theory of Workplace Learning', in D. Boud & J. Garrick (eds.) Understanding Learning at Work. London and New York: Routledge, pp. 65-82.

Selected Refereed Journal Articles

P. Hager (2006) ‘Some Conceptual Questions About the Tuning Project’, Prospero, Vol. 12, No. 1, pp. 31-38.

P. Hager (2005) ‘Philosophical Accounts of Learning’, Educational Philosophy and Theory, Vol. 37, No. 5, pp. 649-66.

P. Hager (2005) ‘New Approaches in the Philosophy of Learning’, Educational Philosophy and Theory, Vol. 37, No. 5, pp. 633-34. Guest Editor’s Intro (Hager EPAT Special Issue)

P. Hager & E. Smith (2004) ‘The Inescapability of Significant Contextual Learning in Work Performance’, London Review of Education, Vol. 2, No. 1, pp. 33-46.

P. Hager (2004) ‘Lifelong Learning in the Workplace? Challenges and Issues’, TheJournal of Workplace Learning, Vol. 16, No. 1/2, pp. 22-32.

P. Hager (2004) ‘Conceptions of Learning and Understanding Learning at Work’, Studies in Continuing Education, Vol. 26, No. 1, pp. 3-17.

P. Hager (2004) ‘Front-Loading, Workplace Learning and Skill Development’, Educational Philosophy and Theory, Vol. 36, No. 5, pp. 523-534.

P. Hager (2004) ‘The Competence Affair, or Why Vocational Education and Training Urgently Needs a New Understanding of Learning’, Journal of Vocational Education & Training, Vol. 56, No. 3, pp. 409-433.

D. Beckett & P. Hager (2003) ‘Rejoinder: Learning From Work: Can Kant Do?’, Educational Philosophy and Theory, Vol. 35, No. 1, pp. 123-27.

P. Hager, R. Sleet, P. Logan & M. Hooper (2003) 'Teaching Critical Thinking in Undergraduate Science Courses', Science & Education, Vol. 12, No. 3, pp. 303-13.

J. Halliday & P. Hager (2002) ‘Context, Judgement and Learning’, Educational Theory, Vol. 52, No. 4 (Fall), pp. 429-43.

P. Hager (2001) ‘Workplace Judgement and Conceptions of Learning’, TheJournal of Workplace Learning, Vol. 13, No. 7/8, pp. 352-59.

P. Hager (2001) 'Russell's Conception of Critical Thinking: Its Scope and Limits', Inquiry: Critical Thinking Across the Disciplines, Vol. XX, No. 2, Winter Issue, pp. 11-19.

D. Beckett & P. Hager (2000) 'Making Judgments as the Basis for Workplace Learning: Towards An Epistemology of Practice', International Journal of Lifelong Education, Vol. 19, No. 4, pp. 300-311.

P. Hager (2000) 'Know-How and Workplace Practical Judgement', Journal of Philosophy of Education, Vol. 34, No. 2, pp. 281-296.

P. Hager (1999) 'The Role of Generic Outcomes in Adult Education', Studies in Continuing Education, Vol. 21, No. 1, pp. 45-56.

P. Hager (1998) 'Lifelong Education: From Conflict to Consensus?', Studies in Philosophy and Education, Vol. 17, No. 4, pp. 323-332.

P. Hager (1998) 'On-the-job and Off-the-job Assessment: Choosing a Balance', Australian and New Zealand Journal of Vocational Education Research, Vol. 6, No. 2, pp. 87-103.

P. Hager (1998) 'Recognition of Informal Learning: Challenges and Issues', Journal of Vocational Education & Training, Vol. 50, No. 4, pp. 521-535.