Teaching, learning and research in higher education: A critical approach

Teaching, Learning and Research in Higher Education: A Critical Approach

Volumn , Issue , 2009, Pages 1-199

  Tennant, Mark ^a   McMullen, Cathi ^b   Kaczynski, Dan ^c  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

^b CHARLES STURT UNIVERSITY   (Australia)

^c CENTRAL MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909111948     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203875919     Document Type: Book

References (260)

1. Adelman, C. (2008). The Bologna Club: What U.S. higher education can learn from a decade of European reconstruction. Washington, DC: Institute for Higher Education Policy.
2. Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265-278.
3. Alheit, P., & Dausien, B. (2002). The 'double face' of lifelong learning: Two analytical perspectives on a silent revolution. Studies in the Education of Adults, 34(1), 3-22.
4. Allen Group (2000). Training to compete: The training needs of industry. Sydney: Australian Industry Group.
5. Allen, I. E., & Seaman, J. (2008, November). Staying the course: Online education in the United States, 2008. Retrieved from http://www.sloan-c.org.
6. Anderson, D., Johnson, R., & Saha, L. (2002). Changes in academic work: Implications for universities of the changing age distribution and work roles of academic staff. Canberra: DEST.
7. Andresen, L. (2000). A useable, trans-disciplinary conception of scholarship. Higher Education Research and Development, 19(2), 137-153.
8. Arbogast, W. (2008, April 4). IT on the campuses: What the future holds. The Chronicle of Higher Education, 54(30), B6.
9. Armstrong, P. F. (1982). The needs meeting ideology in liberal adult education. The International Journal of Lifelong Education, 1(4), 293-321.
10. Arrow, H., Poole, M., Henry, K., Wheelan, S., & Moreland, R. (2004). Time, change and development: The temporal perspective on groups. Small Group Research, 35(1), 73-105.
11. Ashraf, W. (2008). Teaching the Google-eyed YouTube generation. Address at the University of Technology, Sydney, Teaching Forum, November 27.
12. Ashton, D. N. (2004). The impact of organisational structure and practices on learning in the workplace. International Journal of Training and Development, 8(1), 43-53.
13. Ball, S. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228.
14. Ball, S. J., Macrae, S., & Maguire, M. (1999). Inclusive education in universities: Why is it important and how it might be achieved. International Journal of Inclusive Education, 3(3), 195-224.
15. Barnett, R. (2003). Beyond all reason: Living with ideology in the university. Buckingham, UK: Open University Press/SRHE.
16. Barnett, R. (Ed.) (2005). Reshaping the university: New relationships between research, scholarship and teaching. New York: SRHE and Open University Press.
17. Barnett, R. (2006). Graduate attributes in an age of uncertainty. In P. Hager, & S. Holland (Eds.), Graduate attributes, learning and employability (pp. 49-66). Dordrecht: Springer.
18. Beckett, D., & Hager, P. (2002). Life, work and learning: Practice in postmodernity. London and New York: Routledge.
19. Beddows, E. (2008). The methodological issues associated with internet-based research. International Journal of Emerging Technologies and Society, 6(2), 124-139.
20. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
21. Berliner, D. (1987). In pursuit of the expert pedagogue. Educational Researcher, 15, 5-13.
22. Berliner, D. (1994). Expertise: The wonders of exemplary performance. In J. Mangieri, & C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 141-186). New York: Holt, Rinehart & Winston.
23. Berliner, D. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(2001), 463-482.
24. Berliner, D. (2004). Describing the behaviour and documenting the accomplishments of expert teachers. Bulletin of Science, Technology and Society, 24(3), 200-212.
25. Billett, S. (2001). Learning throughout working life: Interdependencies at work. Studies in Continuing Education, 23(1), 19-35.
26. Billett, S. (2002a). Toward a workplace pedagogy: Guidance, participation, and engagement. Adult Education Quarterly, 53(1), 27-43.
27. Billett, S. (2002b). Critiquing workplace learning discourses: Participation and continuity at work. Studies in the Education of Adults, 34(1), 56-67.
28. Billett, S. (2002c). Learning in the workplace: Strategies for effective practice. Sydney: Allen & Unwin.
29. Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies, 38(1), 31-48.
30. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
31. Bloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical guide. Maidenhead, UK: Open University Press, McGraw-Hill Education.
32. Boud, D. (1988). Developing student autonomy in learning. London: Kogan Page.
33. Boud, D. (1998). A new focus on workplace learning research. In D. Boud (Ed.), Current issues and new agendas in workplace learning (pp. 6-11). Leabrook, S. Aust.: NCVER.
34. Boud, D. (1999). Situating academic development in professional work: Using peer learning. International Journal for Academic Development, 4(1), 3-10.
35. Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
36. Boud, D., & Falchikov, N. (2007). Introduction: Assessment for the longer term. In D. Boud, & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 3-13). London: Routledge.
37. Boud, D., & Solomon, N. (Eds.) (2001). Work-based learning: A new higher education? Buckingham, UK: SRHE and Open University Press.
38. Boud, D., & Tennant, M. (2006). Putting doctoral education to work: Challenges to academic practice. Higher Education Research and Development, 25(3), 309-322.
39. Boud, D., Cressey, P., & Doucherty, P. (Eds.) (2006). Productive reflection at work: Learning in changing organisations. London: Routledge.
40. Boud, D., Keogh, R., & Walker, D. (Eds.) (1985). Reflection: Turning experience into learning. London: Kogan Page.
41. Bourdieu, P. (1977). Outline of a theory of practice (trans. R. Nice). Cambridge: Polity Press.
42. Bourdieu, P. (1990a). The logic of practice. Stanford, CA: Stanford University Press.
43. Bourdieu, P. (1990b). In other words: Essays towards a reflexive practice. Cambridge: Polity Press.
44. Bourner, T., Bowden, R., & Laing, S. (2001). Professional doctorates in England. Studies in Higher Education, 26(1), 65-83.
45. Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
46. Brew, A. (2006). Research and teaching: Beyond the divide. New York: Palgrave Macmillan.
47. Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco: Jossey-Bass.
48. Brookfield, S. D. (2006). The skillful teacher. San Francisco: Jossey-Bass.
49. Brown, H. (2006). Graduate enrolment and degrees: 1986 to 2005. Washington, DC: Council of Graduate Schools, Office of Research and Information Services.
50. Bruner, J., & Kalmar, D. (1998). Narrative and metanarrative in the construction of self. In M. Ferrari, & R. Sternberg (Eds.), Self awareness: Its nature and development (pp. 308-331). New York: Guilford Press.
51. Byron, E. (2008, November 19). A new odd couple: Google, P&G swap workers to spur innovation. The Wall Street Journal, A1.
52. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
53. Carnevale, P. (1991). America and the new economy. San Francisco: Jossey-Bass.
54. Chappell, C. (2005). Investigating learning and work. Proceedings of the Fourth International Conference on Researching Work and Learning, Sydney, December 12-14.
55. Chappell, C., Rhodes, C., Solomon, N., Tennant, M., & Yates, L. (2003). Reconstructing the lifelong learner: Pedagogy and identity in individual, social and organisational change. London: Routledge.
56. Chi, M., Glaser, R., & Farr, M. (1988). The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum Associates.
57. Clarke, A. (2008). e-Learning skills (2nd ed.). New York: Palgrave Macmillan.
58. Coaldrake, P., & Stedman, L. (1999). Academic work in the twenty-first century. Canberra: DEETYA.
59. Connelly, F., & Clandinin, D. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.
60. Council of Graduate Schools (2005). A renewed commitment to graduate education. Washington, DC: CGS.
61. Council of Graduate Schools (2008). PhD completion project. Washington, DC: Council of Graduate Schools. Retrieved June 15, 2008 from http://www.phdcompletion.org.
62. Cranton, P. (2006). Understanding and promoting transformative learning (2nd ed.). San Francisco: Jossey-Bass.
63. Cumming, J. (2008). Representing the complexity, diversity and particularity of the doctoral enterprise in Australia. PhD thesis. Canberra: Australian National University.
64. Cutler, T. (2008). Venturous Australia: Building strength through innovation. Melbourne: Cutler and Company.
65. Davenport, T., & Prusack, L. (1998). Working knowledge. Harvard: Harvard Business School Press.
66. Davis, B. G. (1993). Tools for teaching: Collaborative learning, group work and study teams. San Francisco: Jossey-Bass.
67. DeBolt, D. (2008, November 12). Universities see double-digit increase in online enrollment. The Chronicle of Higher Education. Retrieved November 14, 2008 from http://chronicle.com/wiredcampus/article/3457.
68. Department of Industry, Science and Resources (DISR) (2000). Report of human dimension working party for the national innovation summit. Canberra: DISR.
69. Docherty, P., Boud, D., & Cressey, P. (2006). Lessons and issues for practice and development. In D. Boud, P. Cressey, & P. Docherty (Eds.), Productive reflection at work (pp. 193-206). London: Routledge.
70. Downes, S. (2008). The future of online learning: Ten years on. Retrieved November 28 from http://halfanhour.blogspot.com/2008/11/future-of-online-learning-ten-years-on_ 16.html.
71. du Gay, P. (1997). Organizing identity: Making up people at work. In P. du Gay (Ed.), Production of culture/Cultures of production (pp. 285-344). London: Sage Publications.
72. du Gay, P. (2000). Working knowledge: Productive learning at work conference. Keynote address at University of Technology, Sydney, December 10-13.
73. Dunleavey, P. (2003). Authoring a PhD: How to plan, draft, write, and finish a doctoral thesis or dissertation. New York: Palgrave Macmillan.
74. Eakin, P. (1999). Autobiography and the value structures of ordinary experiences: Marianne Gullestad's everday life philosophers. In R. Josselson, & A. Lieblich (Eds.), Making meaning of narratives in the narrative study of lives (pp. 25-43). Thousand Oaks, CA: Sage Publications.
75. Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. ET Magazine, 42(1), 5-13.
76. Edwards, R. (1997). Changing places? Flexibility, lifelong learning and a learning society. London: Routledge.
77. Edwards, R., & Usher, R. (1996). What stories do I tell now? New times and new narratives. International Journal of Lifelong Education, 15(3), 216-229.
78. Edwards, R., Ranson, S., & Strain, M. (2002). Reflexivity: Towards a theory of lifelong learning. International Journal of Lifelong Education, 21(6), 525-536.
79. Elbaz, F. (1991). Research on teacher's knowledge: The evolution of a discourse. Journal of Curriculum Studies, 23(1), 1-19.
80. Elton, L., & Johnson, B. (2002). Assessment in universities: A critical review of research. York: Higher Education Academy.
81. Engestrom, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
82. Engestrom, Y., Miettinen, R., & Punamaki, R.-L. (1999). Perspectives on activity theory. New York: Cambridge University Press.
83. Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.
84. Eraut, M. (2004a). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273.
85. Eraut, M. (2004b). Transfer of knowledge between education and workplace settings. In H. Rainbird, A. Fuller, & A. Munro (Eds.), The context of workplace learning, pp. 201- 221. New York: Routledge.
86. Eraut, M., Maillardet, F., Miller, C., Steadman, S., Ali, A., Blackman, C., & Furner, J. (2004). Learning in the first three years of postgraduate Employment. Annual report to ESRC/ TLRP. Brighton: University of Sussex.
87. Evans, T. (2002). Part-time research students: Are they producing knowledge where it counts? Higher Education Research and Development, 21(2), 155-165.
88. Exley, K., & Dennick, R. (2004). Small group teaching: Tutorials, seminars and beyond. London: RoutledgeFalmer.
89. Fine, P. (2008). University World News, Issue 52. Retrieved November 9, 2008 from http:// www.universityworldnews.com.
90. Finn, J. (2005). Getting a PhD: An action plan to help manage your research, your supervisor and your project. New York: RoutledgeFalmer.
91. Fogg, P. (2008, June 6). When your in box is always full. The Chronicle of Higher Education, 54(39), B19.
92. Fraser, R., & Mathews, A. (1999). An evaluation of the desirable characteristics of a supervisor. Australian Universities' Review, 42(1), 5-7.
93. Fry, H., Ketteridge, S., & Marshall, S. (Eds.) (2003). A handbook for teaching and learning in higher education. London: Kogan Page.
94. Fuller, A., & Unwin, L. (1998). Reconceptualising apprenticeship: Exploring the relationship between work and learning. Journal of Vocational Education and Training, 50(2), 153-171.
95. Fuller, A., & Unwin, L. (2002). Developing pedagogies for the contemporary workplace. In K. Evans, P. Hodkinson, & L. Unwin (Eds.), Working to learn: Transforming learning in the workplace (pp. 95-111). London: Kogan Page.
96. Gibbons, M., Limoges, C., Nowotny, H., Schwartzmann, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.
97. Giddens, A. (1991). Modernity and self-identity. Stanford, CA: Stanford University Press.
98. Goldberger, M., Maher, B., & Flattau, P. (Eds.) (1995). Research-doctoral programs in the United States: Continuity and change. Washington: National Academy Press.
99. Graduate Careers Council Australia (GCA) (2007). Course experience and graduate destination survey. Melbourne: GCA.
100. Griffin, C. (1983). Curriculum theory in adult and lifelong education. London: Croom Helm.
101. Griffiths, S. (1999). Teaching and learning in small groups. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education (pp. 91-104). London: Kogan Page.
102. Griffiths, T. (2004). New approaches to work experience, new perspectives for learning - Briefing Paper 3. Brussels: European Commission.
103. Gurr, G. (2001). Negotiating the 'rackety bridge' - a dynamic model for aligning supervisory style with research student development. Higher Education Research and Development, 20(1), 81-92.
104. Hager, P. (2004). Conceptions of learning and understanding learning at work. Studies in Continuing Education, 26(1), 3-17.
105. Haggis, T. (2006). Pedagogies for diversity: Retaining critical challenge amidst fears of 'dumbing down'. Studies in Higher Education, 31(5), 521-535.
106. Hall, S. (1996). Introduction: Who needs identity? In S. Hall, & P. du Gay (Eds.), Questions of cultural identity (pp. 1-17). London: Sage Publications.
107. Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. London: Cassell.
108. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.
109. Harman, G. (2002). Producing PhD graduates in Australia for the knowledge economy. Higher Education Research and Development, 21(2), 179-190.
110. Hattie, J., & Marsh, H. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507-542.
111. Hazelkorn, E. (2007). Consumer concept becomes a policy instrument. University World News. Retrieved November 11, 2008 from http://www.universityworldnews.com.
112. Higgins, R., Hartley, P., & Skelton, A. (2001). Getting the message across: The problem of communicating assessment feedback. Teaching in Higher Education, 6(2), 269-274.
113. Higgs, J., Titchen, A., & Neville, V. (2001). Professional practice and knowledge. In J. Higgs, & A. Titchen (Eds.), Practice knowledge and expertise in the health professions (pp. 3-9). Oxford: Butterworth-Heinemann.
114. Higher Education Academy (HEA) (2007). National student survey results. Retrieved June 20, 2007 from http://www.heacademy.ac.uk.
115. Higher Education Funding Council for England (HEFCE) (2007). Higher Education survey reveals continued student satisfaction, HEFC News, 12 September. Retrieved December 13, 2008 from http://www.hefc.ac.uk/news/hefc/2007/nss.htm.
116. Hochschild, S. (1983). The managed heart: The commercialization of human feeling. Berkeley, CA: University of California Press.
117. Holmes, L. (1999). Competence and capability: From 'confidence trick' to the construction of the graduate identity. In D. O'Reilly, L. Cunningham, & S. Lester (Eds.), Developing the capable practitioner: Professional capability through higher education (pp. 83-98). London: Kogan Page.
118. Horrigan, J. B. (2008, November 16). When technology fails. Retrieved November 23, 2008 from http://www.pewinternet.org/index.asp.
119. Hron, A., & Friedrich, H. (2003). A review of web-based collaborative learning: Factors beyond technology. Journal of Computer Assisted Learning, 19, 70-71.
120. Huddleston, P., & Unwin, L. (2008). Teaching and learning in higher education: Diversity and change. London: Routledge.
121. Hughes, M. (2005). The mythology of research and teaching relationships in universities. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 14-26). New York: SRHE and Open University Press.
122. Ives, G., & Rowley, G. (2005). Supervisor selection or allocation and continuity of supervision: PhD students' progress and outcomes. Studies in Higher Education, 30(5), 535-555.
123. James, R., McInnes, C., & Devlin, M. (2002). Assessing learning in Australian universities: Ideas, strategies and resources for quality in student assessment. Melbourne: Centre for the Study of Higher Education, University of Melbourne.
124. Jan, T. (2008, November 11). Harvard looks to tighten its belt. The Boston Globe. Retrieved July 1, 2009 from http://www.boston.com/news/education/higher/articles/2008/11/ 11/harvard_looks_to_tighten_its_belt/?page=full.
125. Jaques, D., & Salmon, G. (2007). Learning in groups: A handbook for face-to-face and online environments (4th ed.). London: Routledge.
126. Jensen, T., & Westenholz, A. (Eds.) (2004). Identity in the age of the new economy: Life in temporary and scattered work practices. Cheltenham, UK.: Edward Elgar.
127. Johnson, L., Lee, A., & Green, B. (2000). The PhD and the autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147.
128. Johnston, D. (2000). The new economy. Paris: OECD.
129. Kaczynski, D., Wood, L., & Harding, A. (2008). Using radar charts with qualitative evaluation: Techniques to assess change in blended learning. Active Learning in Higher Education, 9(1), 23-41.
130. Karparti, A. (Ed.) (2004). Promoting equity through ICT in education: Projects, problems, prospects. Paris: OECD.
131. Kearns, P. (2001). Review of research: Generic skills for the new economy. Leabrook, S. Aust.: NCVER.
132. Kehm, B. (2004). Developing doctoral degrees and qualifications in Europe: Good practice and issues of concern - a comparative analysis. In J. Sadlak (Ed.), Doctoral studies and qualifications in Europe and the United States: Status and prospects (pp. 279-298). Bucharest: UNESCO.
133. Kemmis, S. (2005). Knowing practice: Searching for saliences. Pedagogy, Culture and Society, 13(3), 391-426.
134. King, R. (2004). The university in the global age. London: Palgrave Macmillan.
135. Knight, P. T., & Yorke, M. (2003). Assessment, learning and employability. Maidenhead, UK: Open University Press, McGraw-Hill Education.
136. Knight, T. (2007). Grading, classifying and future learning. In D. Boud, & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 72-86). London: Routledge.
137. Latona, C., & Browne, M. (2001). Some factors associated with completion of research higher degrees. Canberra: DEST.
138. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
139. Lawson, K. (1975). Philosophical concepts and values in adult education. Nottingham: University of Nottingham.
140. Lea, M. V. (2004). Academic literacies: A pedagogy for course design. Studies in Higher Education, 29(6), 739-756.
141. Lea, M. V., & Street, B. V. (2006). The 'academic literacies' model: Theory and application. Theory into Practice, 45(4), 368-377.
142. Lee, A., & Boud, D. (2003). Writing groups, change and academic identity: Research development as local practice. Studies in Higher Education, 28(2), 187-200.
143. Lemerle, J. (2004). France. In J. Sadlak (Ed.), Doctoral studies and qualifications in Europe and the United States: Status and prospects (pp. 37-50). Bucharest: UNESCO.
144. Lewin, K. (1951). Field theory in social science. New York: Harper.
145. Light, G., & Cox, R. (2001). Learning & teaching in higher education: The reflective professional. London: Sage Publications.
146. Lokken, F., Womer, L., & Mullins, C. (2008, April) 2007 Distance education survey results: Tracking the impact of e-Learning at community colleges. Retrieved from http:// www.itcnetwork.org.
147. Luft, J. (2000). Insight by surprise. In K. Taylor, C. Marienau, & M. Fiddler (Eds.), Developing adult learners (pp. 137-140). San Francisco: Jossey-Bass.
148. Lynch, S. (2008, February 14). Happy days: Why PhD students need a helping hand from their supervisors. Independent. Retrieved July 1, 2009 from http://www. independent.co.uk/news/education/higher/happy-days-why-phd-students-need-ahelping-hand-from-their-supervisors-781842.html.
149. MacIntyre, A. (1987). The idea of an educated public. In G. Haydon (Ed.), Education and values: The Richard Peters lecture (pp. 15-36). London: Institute of Education, University of London.
150. Malcolm, A. (1975). The tyranny of the group. New Jersey: Adams & Co.
151. Malcolm, J., & Zukas, M. (2001). Bridging pedagogic gaps: Conceptual discontinuities in higher education. Teaching in Higher Education, 6(1), 33-42.
152. Malcolm, J., & Zukas, M. (2002). Altered states of teacher identity: The impact of scrutiny and regulation on pedagogic thinking and practice. SCUTREA, 32nd Annual Conference, Sterling, July 2-4.
153. Marginson, S. (1995). Markets in higher education: Australia. In J. Smyth (Ed.), Academic work: The changing labour process in higher education (pp. 17-39). Buckingham, UK: Society for Research into Higher Education and Open University Press.
154. Marshall, J. (2008). New ranking scheme for universities. University World News, Issue 54. Retrieved November 23, 2008 from www.universityworldnews.com.
155. Marsick, V. J., & Watkins, K. E. (1990). Informal and incidental learning in the workplace. London: Routledge.
156. McCleod, P. L., & Kettner-Polley, R. B. (2004). Contributions of psychodynamic theories to understanding small groups. Small Group Research, 35(3), 333-361.
157. McCormack, C. (2004). Tensions between student and institutional conceptions of postgraduate research. Studies in Higher Education, 29(3), 319-334.
158. McIntyre, J., & Solomon, N. (2000). The policy environment of work-based learning: globalization, institutions and workplaces. In C. Symes, & J. McIntyre (Eds.), Working knowledge: The new vocationalism and higher education (pp. 123-134). Milton Keynes, UK: Open University Press.
159. McLoughlin, C., & Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. ICT: 'Providing choices for learners and learning'. Proceedings of the Ascilite Conference, Singapore, December 2-5.
160. McMullen, C. (2008). Developing and sustaining university teaching expertise in times of change: A narrative study with award winning university teachers. Doctoral dissertation, University of Technology, Sydney.
161. McNamee, S. (1996). Therapy and identity construction in a postmodern world. In D. Grodin, & T. R. Lindlof (Eds.), Constructing the self in a mediated world (pp. 141- 155). Thousand Oaks, CA: Sage Publications.
162. McWhinney, W., & Markos, L. (2003). Transformative education: Across the threshold. Journal of Transformative Education, 1(1), 16-37.
163. McWilliam, E., & James, R. (2002). Doctoral education in a knowledge economy. Higher Education Research and Development, 21(2), 1.
164. McWilliam, E., Singh, P., & Taylor, P. (2002). Doctoral education, danger and risk management. Higher Education Research and Development, 21(2), 119-129.
165. Meyer, K. A. (2008). Online program capacity limited, static, elastic, or infinite? Planning for Higher Education, 36(2), 54-65.
166. Miller, A. H., Imrie, B. W., & Cox, K. (1998). Student assessment in higher education: A handbook for assessing performance. London: Kogan Page.
167. Miniwatts Marketing Group (2008, June 30). World internet users and population stats. Retrieved August 6, 2008 from http://www.internetworldstats.com/stats.htm.
168. Mutch, A. (2003). Formative assessment: Revisiting the territory. Active Learning in Higher Education, 4(1), 24-38.
169. Naidoo, R. (2005). Universities in the marketplace: The distortion of teaching and research. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 27-36). New York: SRHE and Open University Press.
170. Nerad, M. (2006). Globalization and its impact on research education: Trends and emerging best practices for the doctorate of the future. In M. Kiley, & G. Mullins (Eds.), Quality in postgraduate research: Knowledge creation in testing times (pp. 5-12). Canberra: ANU.
171. Newman, J. H. (1999). The idea of a university. Washington, DC: Regnery Gateway Publishing.
172. Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293-306.
173. Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
174. Nicoll, K., & Harrison, R. (2003). Constructing the good teacher in higher education: The discursive work of standards. Studies in Continuing Education, 25(1), 23-35.
175. Nixon, J. (1996). Professional identity and the restructuring of higher education. Studies in Higher Education, 21(1), 5-16.
176. Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley, CA: University of California Press.
177. Noddings, N. (2003). Is teaching a practice? The Journal of the Philosophy of Education, 37(2), 241-251.
178. Northedge, A. (2003a). Rethinking teaching in the context of diversity. Teaching in Higher Education, 8(1), 17-32.
179. Northedge, A. (2003b). Enabling participation in academic discourse. Teaching in Higher Education, 8(2), 169-180.
180. Nunan, T. E., George, R., & McCausland, H. (2000). Inclusive education in universities: Why is it important and how it might be achieved. International Journal of Inclusive Education, 4(1), 63-88.
181. Nuthall, K. (2008). Massive growth in private tertiary sector. University World News. Retrieved May 25, 2008 from http://www.universityworldnews.com.
182. Olson, J. (1992). Understanding teaching: Beyond expertise. Buckingham, UK: Open University Press.
183. Organisation for Economic Co-operation and Development (OECD) (1994). Education in a new international setting: Curriculum development for internationalisation - guidelines for country case study. Paris: OECD.
184. Organisation for Economic Co-operation and Development (OECD) (1996). Lifelong learning for all. Paris: OECD.
185. Organisation for Economic Co-operation and Development (OECD) (2000). Is there a new economy? First report of the OECD Growth Project. Paris: OECD.
186. Organisation for Economic Co-operation and Development (OECD) (2001). Investing in competencies for all. Paris: OECD.
187. Organisation for Economic Co-operation and Development (OECD) (2003). The definition and selection of key competencies: Executive summary. Paris: OECD.
188. Organisation for Economic Co-operation and Development (OECD) (2007). Education at a glance 2007: OECD indicators. Paris: OECD.
189. Pearson, M. (1999). The changing environment for doctoral education in Australia: Implications for quality management, improvement and innovation. Higher Education Research and Development, 18(3), 269-288.
190. Phillips, E., & Pugh, D. S. (2000). How to get a PhD: A handbook for students and their supervisors. Buckingham, UK: Open University Press.
191. Polanyi, M. (1962). Personal knowledge: Towards a post-critical philosophy. London: Routledge & Kegan Paul.
192. Poole, M., Hollingshead, A., McGrath, J., Moreland, R., & Rohrbaugh, J. (2004). Interdisciplinary perspectives on small groups. Small Group Research, 35(1), 3-16.
193. Pratt, D., & Nesbit, T. (2000). Discourses and cultures of teaching. In A. Wilson, & E. Hayes (Eds.), Handbook of adult and continuing education (pp. 117-131). San Francisco: Jossey-Bass.
194. Prerau, D., Adler, M., & Gunderson, A. (1992). Eliciting and using experiential knowledge and general expertise. In R. Hoffmann (Ed.), The psychology of expertise: Cognitive research and empirical artificial intelligence (pp. 99-120). London: Lawrence Erlbaum.
195. Quality Assurance Agency for Higher Education (QAAHE) (2004). Code of practice for the assurance of academic quality and standards in higher education. Section 1 Postgraduate research programmes, UK (pp. 1-39). Mansfield, UK: QAAHE.
196. Quality Assurance Agency for Higher Education (QAAHE) (2007). Report on the review of research degree programmes: England and Northern Ireland. Mansfield, UK: QAAHE.
197. Rainbird, H., Fuller, A., & Munro, A. (Eds.) (2004). The context of workplace learning. New York: Routledge.
198. Ramsden, P., & Moses, I. (1992). Association between research and teaching in Australian higher education. Higher Education, 23, 273-295.
199. Reynolds, M., & Trehan, K. (2000). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 25(3), 267-278.
200. Richardson, I. (2001). Getting personal: Writing stories. Qualitative Studies in Education, 14(1), 33-38.
201. Rizvi, F., & Walsh, L. (1998). Difference, globalisation and the internationalisation of curriculum. Australian Universities Review, 41(2), 7-11.
202. Rogers, C. (1983). Freedom to learn for the 1980s. Columbus, OH: Merrill.
203. Rose, N. (1996). Inventing our selves: Psychology, power and personhood. Cambridge: Cambridge University Press.
204. Rugg, G., & Petre, M. (2004). The unwritten rules of PhD research. Maidenhead, UK: Open University Press.
205. Rushton, J., Murray, H., & Paunonen, S. (1983). Personlaity, research creativity, and teaching effectiveness in university professors. Scientometrics, 5, 93-116.
206. Ryan, Y. (2004). Teaching and learning in the global era. In R. King (Ed.), The university in the global age (pp. 164-180). London: Palgrave Macmillan.
207. Rychen, D. S., & Salganik, L. H. (Eds.) (2003). Key competencies for a successful life and a well-functioning society. Göttingen: Hogrefe & Huber Publishers.
208. Sadlak, J. (Ed.) (2004). Doctoral studies and qualifications in Europe and the United States: Status and prospects. Bucharest: UNESCO.
209. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77-84.
210. Salmon, G. (2003). E-moderating: The key to teaching and learning online (2nd ed.). New York: RoutledgeFalmer.
211. Sambell, K., McDowell, L., & Sambell, A. (2006). Supporting diverse students: Developing learner autonomy via assessment. In C. Bryan, C. Clegg, & K. Clegg (Eds.), Innovative assessment in higher education (pp. 158-168). London: Routledge.
212. Sarup, M. (1996). Identity, culture and the postmodern world. Edinburgh: Edinburgh University Press.
213. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
214. Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
215. Schön, D. A. (1995). Knowing-in-Action: The new scholarship requires a new epistemology. Change, November-December, 27-34.
216. Schön, D. A. (Ed.) (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
217. Scott, P. (2005). Divergence or convergence? The links between teaching and research in mass higher education. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 53-66). New York: SRHE and Open University Press.
218. Secretary of State for Trade and Industry (1998). Our competitive future: Building the knowledge driven economy. London: DTI.
219. Shotter, J. (1989). Social accountability and the social construction of 'you'. In J. Shotter, & K. Gergen (Eds.), Texts of identity (pp. 131-151). London: Sage Publications.
220. Shulman, L. (1993). Teaching as community property. Change, 25(6), 6-7.
221. Skelton, A. (1999). An inclusive higher education? Gay and bisexual male teachers and the cultural politics of sexuality. International Journal of Inclusive Education, 3(3), 239-255.
222. Skelton, A. (2004). Understanding 'teaching excellence' in higher education: A critical evaluation of the National Teaching Fellowships Scheme. Studies in Higher Education, 29(4), 451-468.
223. Skelton, A. (2005). Understanding teaching excellence in higher education: Towards a critical approach. London: Routledge.
224. Skule, S., & Reichborn, A. N. (2002). Learning-conducive work: A survey of learning conditions in Norwegian workplaces. Luxembourg: CEDEFOP.
225. Solomon, N. (2008). Interdisciplinary workings: A story to tell. Seminar presented by the Centre for Research in Learning and Change, University of Technology, Sydney, June 5.
226. Spellings, M. (2006). A test of leadership: Charting the future of U.S. higher education. Washington, DC: U.S. Department of Education, Commission on the Future of Higher Education.
227. Spencer, D. (2008). Widening participation debate heats up. University World News, Issue 47. Retrieved October 5, 2008 from www.universityworldnews.com.
228. Sternberg, D. (1981). How to complete and survive a doctoral dissertation. New York: St. Martin's Press.
229. Sternberg, R. J. (1990). Intelligence and adult learning. Papers from a seminar sponsored by the Center for Adult Learning Research, Montana State University.
230. Symes, C. (2000). 'Real world' education: The vocationalization of the university. In C. Symes, & J. McIntyre (Eds.), Working knowledge: The new vocationalism in higher education (pp. 30-46). Buckingham, UK: Open University Press.
231. Syverson, M. A., & Slatin, J. (2006). Evaluating learning in virtual environments. Retrieved September 2, 2008 from http://www.cwrl.utexas.edu/~Syverson/olr/caeti.html.
232. Tan, K. (2007). Conceptions of self-assessment: What is needed for long-term learning. In D. Boud, & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 114-127). London: Routledge.
233. Tennant, M. (1985). The concept of 'need' in adult education. Australian Journal of Adult Education, 25(2), 8-12.
234. Tennant, M. (1998). Adult education as a technology of the self. International Journal of Lifelong Education, 13, 364-376.
235. Tennant, M. (2000) Learning to work, working to learn: Theories of situational education. In C. Symes, & J. McIntyre (Eds.), Working knowledge: The new vocationalism and higher education (pp. 123-134). Milton Keynes, UK: Open University Press.
236. Tennant, M. (2004). Doctoring the knowledge worker. Studies in Continuing Education, 26(2), 432-441.
237. Tennant, M. (2005). Transforming selves. Journal of Transformative Education, 3(2), 102-115.
238. Tennant, M. (2006). Psychology and adult learning (3rd ed.). London: Routledge.
239. Tennant, M. (2009). Regulatory regimes in doctoral education. In D. Boud, & A. Lee (Eds.), Changing practices of doctoral education (pp. 226-235). London: Routledge.
240. Tennant, M., & Roberts, S. (2007). Agreeing to supervise. In C. Denholm, & T. Evans (Eds.), Supervising doctorates downunder: Keys to effective supervision in Australia and New Zealand (pp. 20-27). Melbourne: ACER Press.
241. The College Report (2008). National survey of student engagement. Retrieved May 25, 2008 from http://nsse.iub.edu/html/survey_instruments_2008.cfm.
242. The New Media Consortium and Educause (2008). Horizon report. The new media consortium and educause learning initiative. Stanford, CA: New Media Consortium.
243. Thomas, D. (Ed.) (1995). Teachers' stories. Buckingham, UK: Open University Press.
244. Timma, H. (2005). Performative assessment and worker identity(ies). Proceedings of 14th National Vocational Education and Research Conference, Wodonga.
245. Timma, H. (2007). Experiencing the workplace: Sharing worker identities through assessment, work and learning. Studies in Continuing Education, 29(2), 163-179.
246. Tom, A. (1997). The deliberative relationship: A frame for talking about faculty-student relationships. The Alberta Journal of Educational Research, 43(1), 3-21.
247. Townsend, B. K., & Rosser, V. J. (2007). Workload issues and measures of faculty productivity. The NEA Higher Education Journal: Thought & Action, 23, 7-20.
248. Tuckman, B., & Jensen, M. (1977). Stages of small group development. Group and Organisational Studies, 2, 419-427.
249. Usher, R. (2000). Imposing structure, enabling play: New knowledge production and the 'real world' university. In C. Symes, & J. McIntyre, (Eds.), Working knowledge: The new vocationalism and higher education (pp. 98-110). Milton Keynes, UK: Open University Press.
250. Usher, R. (2002). A diversity of doctorates: Fitness for the knowledge economy? Higher Education Research and Development, 21(2), 143-153.
251. Van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). London, Ont.: Althouse Press.
252. Vilkinas, T. (1998). Management of the Phd process: The challenging role of the supervisor. In M. Kiley, & G. Mullins (Eds.), Quality in postgraduate research: Managing the new agenda. Adelaide: University of Adelaide.
253. Weigel, R. G. (2002). The marathon encounter group-vision and reality: Exhuming the body for a last look. Counseling Psychology Journal: Practice and Research, 54, 186-298.
254. Welch, J. (2001, September 29). CEOs just want to have fun in the 'real game'. Sydney Morning Herald, p. 1.
255. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
256. Wiltshire, H. (1973). The concepts of learning and need in adult education. Studies in Adult Education, 5(1), 26-30.
257. Winter, R., Griffiths, M., & Green, K. (2000). The 'academic' qualities of practice: What are the criteria for a practice-based PhD? Studies in Higher Education, 25(1), 25-37.
258. Yeatman, A. (1995). Making supervision relationships accountable: Graduate student logs. Australian Universities' Review, 38(2), 9-11.
259. Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501.
260. Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57(1), 23-48.