Trevor Gerhardt

Background

The Academic Lead for Work Integrated Learning (WIL), Trevor is a Higher Education WIL expert. With a EdD from Canterbury Christ Church University and a MA in Learning and Development from the University of Brighton, his current research focuses on lecturers teaching work-integrated learning (WIL) in higher education, how students deal with a major crisis and the future of education in the Web 5.0 world. He is an external examiner, Working Life and Learning research network convenor and acts as a reviewer for several academic journals.

Trevor brings international experience to Pearson College London having worked in the charity sector in South Africa and the UK. Trevor was a CPD officer, the programme director for a 3-year long placement and the Project Lead for WBL projects in a business college. He currently works and teaches 2 days a week at other institutions on business and educational modules including PhD supervision. At PBS, he teaches modules on research, self-managed learning, and strategy for both undergraduate and postgraduate students.

Areas of interest

  • Higher education
  • Work integrated/based learning
  • Reflection and professional development
  • Transformative learning
  • Labour markets
  • Personal identity

Recent industry activity 

  • September 2021: Poster Presentation, ASET Annual Conference, UK
  • July 2021: Research Symposium, University of West London, UK
  • July 2021: Completed Neurolinguistic Programming Practitioner Certificate
  • April 2021: WIL among GenY and Z Book Launch Conference, online (global)
  • September 2020: Completed Blended Learning Essentials: Digitally-Enriched Apprenticeships, Future Learn / UCL / University of Leeds
  • May 2020: The Future of the Business Landscape, Pearson Business College, UK

Industry Publication

  • Gerhardt, T. (2021). An exploratory study of a work-based learning reflection module and the potential links between student attendance and engagement and student success as an indication of the mastery of reflection. Reflective Practice, https://doi.org/10.1080/14623943.2021.1976133
  • Gerhardt, T. (2020). An analysis of the implementation and continuity of WBL delivery evident in Capstone Projects in a private business college in the UK. Higher Education, Skills and Work-Based Learning, 10 (1), 293-310. https://doi.org/10.1108/HESWBL-03-2019-0035
  • Gerhardt, T. (2019). An analysis of the impact of a leadership intervention on an undergraduate work-based learning project for human resource management students. Journal of Work-Applied Management, 11 (1), 53-62. https://doi.org/10.1108/JWAM-09-2018-0016
  • Gerhardt, T. and Mackenzie-Philps, L. (2018). The challenges and opportunities of ICT in WIL: A case study among priests exploring the correlation and trajectory between effective WIL and ICT pervasiveness. Higher Education, Skills and Work-Based Learning, 8 (4), 408-421. https://doi.org/10.1108/HESWBL-07-2017-0045
  • Gerhardt, T., (2015). The academic tail wagging the curacy dog: a theology of learning and formation. In: Hazel, B. and Worsley, H., (eds.) Being Christian in Education. Norwich: Canterbury Press. Ch. 9.
  • Gerhardt, T., (2015). A Quilt of Meaning: The Changing Complexity of the Vocational Training of Church of England Clergy, in International Conference of Education, Research and Innovation, Seville, Spain (Conference Proceedings). https://library.iated.org/view/GERHARDT2015AQU
  • Gerhardt. T., (2013). The Use, Effect and Further Development of the Tool of Reflection in Adult Theological Education in Relation to the Formation of Anglican Curates. Journal of Adult Theological Education, 10(2), 132-146. https://doi.org/10.1179/1740714114Z.00000000019

Professional Body Membership

  • Senior Fellow with the Higher Educational Academy (SFHEA) 
  • Associate member ACEN and WACE 
  • Member of ASET