Further Reading-a short Bibliography

Adkins, B. (2009). "PhD pedagogy and the changing knowledge landscapes of universities."
Higher Education Research & Development 28(2): 165 - 177.
The paper includes an outline of the challenges within universities, with specific
reference to the humanities and social sciences, attempting to implement strategic
programs reconciling pedagogic requirements with the quality, impact and
completions they must attest to in order to secure public funding.

Akerlind, G. S. (2004). "A new dimension to understanding university teaching." Teaching

in Higher Education 9(3): 363-376
This paper reports the outcomes of a study, undertaken from a phenomenographic
perspective, of academics’ ways of experiencing or understanding being a
university teacher.

Asmar, C. (2002). "Strategies to enhance learning and teaching in a research-extensive

university." The International Journal for Academic Development 7: 18-30.

Ballantyne, R., J. Bain, et al. (1999). "Researching university teaching in Australia: Themes
and issues in academics' reflections." Studies in Higher Education 24: 237-257.

Bazeley, P. (2006). "Research dissemination in creative arts, humanities and the social
sciences." Higher Education Research & Development 25(3): 307 - 321.
An ethnographic case study of issues related to research performance and
promotion of research was conducted within the Creative and Performing Arts,
Humanities and Social Sciences (AHSS) disciplines of a regional university.

Brownlee, J., S. Walker, et al. (2009). "The first year university experience: using personal
epistemology to understand effective learning and teaching in higher education." Higher
Education 58(5): 599-618.
Personal epistemological beliefs, or beliefs about knowing, provide a way in which to
understand learning in a range of educational contexts because they are considered
to act as filters for all other knowledge and beliefs. In particular, they provide a
useful framework for investigating learning and teaching for first year students in
tertiary education, who are typically considered to hold less sophisticated
epistemological beliefs.

Cunningham, S. (2007). "Oh, the Humanities: Australia's Innovation System out of Kilter."
Australian Universities Review 49(1-2): 28-30.
Federal research funding is increasingly pointed towards models of innovation
derived from the sciences. And yet, argues Stuart Cunningham, this is an
increasingly outmoded model of research discovery. The humanities and social
sciences--the poor relations of innovation policy--have been pioneering new and
sophisticated paths of research and collaboration between theorists and policy-
makers.

George, E. (2006). "Positioning higher education for the knowledge based economy."
Higher Education 52(4): 589-610.

Gonzalez, C. (2009). "Conceptions of, and approaches to, teaching online: a study of
lecturers teaching postgraduate distance courses." Higher Education 57(3): 299-314.

Gregor E. Kennedy, T. S. J., Anna Churchward, Kathleen Gray Kerri-Lee Krause (2008). "First
year students’ experiences with technology: Are they really digital natives?" Australasian
Journal of Educational Technology 24(1): 108-122.

Heather Fry, S. K., Stephanie Marshall (2009). A Handbook for Teaching and Learning in
Higher Education: Enhancing Academic Practice.
Kane, R., S. Sandretto, et al. (2002). "Telling Half the Story: A Critical Review of Research
on the Teaching Beliefs and Practices of University Academics." Review of Educational
Research 72(2): 177-228.

Lo Bianco, J. (2009). "Revitalising Languages in Australian Universities: What Chance?"

Babel 43(3): 28-30.

McGregor, G. (2009). "Educating for whose success? Schooling in an age of neo-liberalism."

British Journal of Sociology of Education 30(3): 345 - 358.

Moss, D. (2004). "Anomalies in the Academy: The Vicissitudes of Italian Studies in

Australia." Arts and Humanities in Higher Education 3(2): 125-146.

Neumann, R. (2007). "Policy and practice in doctoral education." Studies in Higher

Education 32(4): 459 - 473.

Overland, M. A. (2008). "Australian Universities Shape Degree Programs like Those in the
United States." Chronicle of Higher Education; p30 Oct v55 (n7 ): A30.

Parker, R. (2009). "A learning community approach to doctoral education in the social
sciences." Teaching In Higher Education 14(1): 43 - 54.

Percy, A. and R. Beaumont (2008). "The casualisation of teaching and the subject at risk."
Studies in Continuing Education 30(2): 145 - 157.

Poulos, A. and M. J. Mahony (2008). "Effectiveness of feedback: the students’ perspective."

Assessment & Evaluation in Higher Education 33(2): 143 - 154.

Saltmarsh, D. and S. Saltmarsh (2008). "Has anyone read the reading? Using assessment
to promote academic literacies and learning cultures." Teaching In Higher Education 13(6):
621 - 632.
This paper reports on the theoretical and political rationale for an assessment
strategy designed to support the development of academic literacies and learning
cultures amongst undergraduate and postgraduate education students in one
metropolitan and one regional university in Australia.

Smith, A., P. Ling, et al. (2008). "Modelling choice: factors influencing modes of delivery in
Australian universities." Research in Post-Compulsory Education 13(3): 295-306.
This paper reports the findings of a study of Multiple Modes of Delivery in Australian
universities that was commissioned by Australian Universities Teaching Committee
over the period 2001¬2004. It identified the pedagogical, organisational and
environmental factors impacting on university decisions to diversify course delivery
across more than one location or mode.

Walker, B., Lennox, Exley, Howells, Cocker (2009). "Understanding first year university
students: personal epistemology and learning." Teaching Education 20(3): 243-256.
education.