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David James

Professor of Sociology of Education, Cardiff University
Collaborator, Digital Futures of Work

Professor James has expertise in the study of governance, teaching, learning, assessment and inequalities in education. Professional and vocational provision and its relationship to work and workplaces is a particular interest. He has researched and published extensively on these topics, directing several major projects and authoring over 80 articles, books and reports. Professor James is editor of a leading international journal and is Chair of the UK 2021 Research Excellence Framework Education sub-panel.

Related Articles
Blog | January 5, 2024

Wrong-headed Western perceptions meet Asian realities

“Vietnam? Isn’t that where they grow rice and make all those rucksacks and bags for Western brands?” This is what a neighbour (let’s call him ‘Bob’) said to me recently. He had just heard that I’d been to Vietnam in connection with my work. In one very narrow sense he

Publications | January 4, 2024

Working Paper 10: Human-centric lifelong learning for an era of digital transformation

This working paper begins by outlining examples of where digital innovation in the workplace appears to give rise to new forms of learning, ranging from quite focused and instrumental, to more broadly cultural shifts. We then consider how digital innovation undermines the conventional methods and assumptions around the anticipation of

Blog | April 8, 2022

Lifelong learning and the fourth industrial revolution

It is still widely accepted that today’s technological advances require a strategic approach to lifelong learning, by increasing the volume and flexibility of human capital to deliver greater individual and shared prosperity. After all, education is often regarded as one of the few ‘levers’ available to governments.  This view is

Publications | December 2, 2021

Working Paper 5: Rethinking lifelong learning in the ‘fourth industrial revolution’

Two key discourses of our time, lifelong learning (LLL) and the fourth industrial revolution (4IR), have been inextricably linked to offer a compelling narrative of the coupling of education models and technological change to enable individual empowerment, social inclusion and a shared prosperity. This article takes an analytical view, examining