General references

  • Acosta, P et al (2014), Innovation and sustainable development business models. ESCP Europe
  • Altringer, Beth & Habbal, Fawwaz (2015): Embedding design thinking in a multidisciplinary engineering curriculum, Open, @VentureWell, 2015 at: http://venturewell.org/open/wp-content/uploads/2013/10/ALTRINGER.pdf
  • Barrie et al (2012): Assessing and assuring Australian graduate Learning outcomes, OLT, Sydney pgs 48ff.
  • Batchelor, D & Copeman, P (1998): The Wright Stuff - an Action Research Project in the Teaching and Learning of Playwriting in the Queensland University of Technology Academy of the Arts, TEXT Vol 2 No 1 April 1998 At: http://www.textjournal.com.au/april98/copeland.htm
  • Beadle, P (2011): Dancing about architecture: a field guide to creativity, Crown, UK. 
  • Biggs, J (2014): ‘Constructive alignment in university teaching’, HERDSA Review of Higher Education, 2014, Vol 1 pgs 5-22 At: http://www.johnbiggs.com.au/academic/constructive-alignment/ 
  • Biggs, J & Tang, C (2007): Teaching for quality learning at university, Open University Press/McGraw Hill, Maidenhead (3rd edition) 
  • Bloxham, S (2007): Guide to Assessment, originally appeared in ESCalate ITE Help Directory at: At: http://www.cumbria.ac.uk/Public/Education/Documents/Research/EducatorsStorehouse/Assessment/GuideToAssessment.pdf (accessed 6 Oct 15) 
  • Boyer, Ernest 1987): The undergraduate experience in America, Harper Collins, New York 
  • Boud, D, Cohen, R & Walker, D (Eds) (1993): Using experience for learning, Open University Press, UK 
  • Boud, D & Filetti, G (Eds) (1998): The challenge of problem-based learning, Kogan Page, UK. Bresciani Ludvik, M (ed) ((2015): The neuroscience of learning and development, Stylus, Virginia. Brown, R (2010): Comparability of degree standards?, HEPI, Oxford. 
  • Brown, S (2014): Assessment, learning and teaching: global perspectives, Palgrave, UK. ISBN: 978 1137 396662 Dewey, J. (1933). How we think. Lexington, Massachusetts: Heath & Co. 
  • Dewey, J. (1938): Experience and Education, New York: Collier Books 
  • Elmore, R.F. (1979): ‘Backward mapping: implementation research and policy decisions’, Political Science Quarterly, 94 (4): 601-16. 
  • Fadeeva, Z, Galkute, L, Mader, C & Scott, G (Eds) (2014): Sustainable Development and Quality Assurance in Higher Education, Palgrave-Macmillan, UK. 
  • Flores, F & Gray, J (2000): Entrepreneurship and the wired economy, Demos, London. 
  • Freeman, M & Ewan, C (2014): Assuring learning outcomes and standards: good practice report, OLT, Sydney Freire, P (1969): The pedagogy of the oppressed, Seabury Press, New York. 
  • Fullan, M., & Scott, G. (2009). Turnaround leadership for higher education. San Francisco: Jossey Bass. 
  • Fullan, M & Scott, G (2014): Education Plus, New Pedagogies for Deep Learning Partnership, Washington. 
  • Gallagher, M (2010): The accountability for quality agenda in higher education, Group of Eight, Canberra. 
  • Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury. 
  • Griffith University: Assessment matters! – click on the section marked ‘consensus moderation’ 
  • Griffith University (2009): Toolkits on Developing and Assessing Graduate Attributes (there are toolkits on critical evaluation, interdisciplinary perspectives, professional skills, teamwork, creativity and innovation, ethical behaviour and social responsibility and many others 
  • HEA (2012): A marked improvement: transforming assessment in HE, HEA, Newcastle, UK at: http://www.heacademy.ac.uk/assets/documents/assessment/A_Marked_Improvement.pdf 
  • Hancock, P & Freeman, M (2014): Achievement matters: external peer review of accounting standards, OLT, Sydney 
  • Hanover Research (2013): Best and innovative practices in HE Assessment, April 2013, at: http://www.grip.umn.edu/assets/best-and-innovative-practices-in-higher-education-assessment-%284%29.pdf 
  • Hunt, D (1987): Beginning with ourselves, OISE Press, Toronto 
  • Hanover Research (2013): Best and innovative practices in HE Assessment, April 2013, at: http://www.grip.umn.edu/assets/best-and-innovative-practices-in-higher-education-assessment-%284%29.pdf
  • Healey, M (2013): Students as change agents, Keynote presentation on staff-student partnerships, University of Leicester, 27 November, 2013 at: https://www2.le.ac.uk/departments/genetics/genie/working-as-partners-conference-2013/mick-healey-keynote-handout 
  • Holdsworth, A, Watty, K & Davies, M (2009): Guide on developing capstone experiences., CSHE, University of Melbourne. 
  • James, R, McInnis, C & Devlin, M (2002): Assessing learning in Australian Universities, Centre for the Study of HE, University of Melbourne. At: http://www.cshe.unimelb.edu.au/assessinglearning/docs/AssessingLearning.pdf 
  • James, R. (2003). Academic Standards and the Assessment of Student Learning: Some current issues in Australian higher education. Tertiary Education and Management, 9 (3): 187-198. 
  • Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium & EDUCAUSE 
  • Kolb, D.A. (1984): Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. 
  • Krause, K.L et al (2014): A sector-wide model for assuring final year subject and program achievement standards through inter-university moderation, OLT, Sydney Lateef, Fatimah (2010): Simulation-based learning, J Emergency Trauma & Shock, Oct-Dec, 2010: 3 (4): 348-52. 
  • Lawson, R (2015): Curriculum design for assuring learning – leading the way, Report on 2013 National Teaching Fellowship, OLT, Sydney 
  • Marginson, Simon (2011): Higher education & the public good, Higher Education Quarterly, Vol 65, No 4, October 2011: 411-433. 
  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass Publishers. 
  • Nicolas, S.J., Adolfo (2011): ‘Challenges to Jesuit Higher Education Today’, Conversations, vol40 Issue 1/5. Noyd, r et al (n.d.): A Primer on Writing Effective Learning-Centered Course Goals at: http://www.byui.edu/instructional-development/instructional-guest-presenters/dee-fink-transformative-practices 
  • Palmer, P., Zajonc, A., with M. Scribner. (2010) The Heart of Higher Education: A Call to Renewal: Transforming the Academy through Collegial Conversations. Jossey-Bass. San Francisco. (P 3. Quote is from “Wendell Berry - The Loss of the University.” Home economics. San Francisco: North Point Press, 1987. P. 77) QAA (2012): Enterprise and entrepreneurship education: guidance for UK HE providers, QAA September 2012 At: http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdf 
  • Ramsden, P (2003): Learning to teach in higher education, Routledge, London 
  • Rittel, Horst W. J. & Webber, M.J. (1973). "Dilemmas in a General Theory of Planning" Policy Sciences 4: 155–169. doi:10.1007/bf01405730. Retrieved 25 April 2013. Rivera, L (2015): Pedigree: how elite students can get jobs, Princeton Press, Princeton (Interview in Inside Education, 27 May 2015) 
  • Rosen, Larry D (2012): iDisorder: understanding our obsession with technology and overcoming its hold on us, Palgrave Macmillan, N.Y. Rushworth, S (2013): Entrepreneurship education: the case for adopting the team-based learning approach, Journal of Asia Entrepreneurship and Sustainability, VolIX, No 1, May 2-13: 14-38 
  • Schön, D. (1983). The reflective practitioner. New York: Basic Books.? Scott, G. (1999). Change matters: Making a difference in education and training. London & Sydney: Allen & Unwin. 
  • Scott, G. (2006). Accessing the student voice (Report). DEEWR, Canberra. Accessed at: http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/access _student_voice.htm 
  • Scott, G (2008): Student Engagement and Satisfaction with Learning, (Commissioned research and analysis report to the Australian Review of Higher Education). DEEWR, Canberra. Accessed on 22 August 2010 at: http://www.deewr.gov.au/HigherEducation/Review/Documents/Scott.pdf 
  • Scott, G (2013): Improving learning and teaching quality in higher education, South African Journal of Higher Education, Vol 27, No 2, 2013: 275-94. 
  • Scott, G., Coates, H. & Anderson, M. (2008). Learning Leaders in Times of Change. Sydney: Australians Learning and Teaching Council. 
  • Scott, G, Tilbury, D, Sharp, L & Deane, E (2012): Turnaround Leadership for Sustainability in Higher Education, OLT, Sydney. 
  • Stephenson, J (1992): Capability and quality in HE, in Stephenson, J & Weil, S (eds): Quality in learning: a capability approach in HE, Kogan Page, London Chapter One: pgs 1-9. 
  • Stephenson, J & Yorke, M (1998): Capability and quality in HE, Kogan Page, Oxon. 
  • Tough, A (1979): The adult’s learning projects, OISE Press, Toronto (2nd edition) 
  • Tough A & Donaghy, R (2005): Professor Alan Tough reflects on self-directed learning, At: http://allentough.com/learning/donaghy.htm 
  • Tan, Chade-Meng (2012): Search inside yourself, Harper Collins, New York. 
  • Tucker J. Marion, Barczakm, Gloria and Hultink , Erik Jan: Do Social Media Tools Impact the Development Phase? An Exploratory Study,” Journal of Product Innovation Management, Dec. 2014, vol. 31, S1 UNSW (2013): Assessment Toolkit on Assessing Authentically, UNSW, Sydney at: https://teaching.unsw.edu.au/printpdf/518 UNSW (2015): Assessing authentically, UNSW Assessment Toolkit, at: https://teaching.unsw.edu.au/authentic-assessment# 
  • Wiggins, G. (1993). Assessment: Authenticity, context and validity. Phi Delta Kappan, 75(3), 200–214. 
  • Wiggins, G & McTighe, J (2005): Understanding by design, Association for Supervision & Curriculum Development, Virginia (2nd edition) – Chapter One. 
  • Williams, J. (2010). Introduction to special issue reviewing the last 15 years, Quality in Higher Education, Vol. 16. No 1. 
  • Williams, P. (2010). “Quality and Standards”. Higher Education Policy Institute (HEPI) and Joint Information Systems Committee (JISC). House of Commons Seminar. 27 January. London. 


Studies of successful early career graduates

  • Koppi, T et al (2009): ‘The perspective of ICT graduates in the workforce’ in Managing educational change in the ICT discipline at the tertiary education level, ALTC, Sydney, Chapter 2. 
  • Rochester, S., Kilstoff, K., & Scott, G. (2005): ‘Learning from success: Improving undergraduate education by understanding the capabilities of successful nurse graduates’. Nurse Education Today, 25(3), 181-188. Scott, G, Chang, E & Grebennikov, L (2010): ‘Using successful graduates to improve the quality of undergraduate nursing programs’, Journal of Teaching & Learning for Graduate Employability, Vol 1 (no 1), 2010: 26-44. 
  • Scott, G., Grebennikov, L. & Gozzard, T. (2009). ‘ICT-enabled learning: the student perspective’. Journal of Institutional Research, 14(2), 1-16. Scott, G. & Saunders, S. (1995). The continuous learning improvement program for Australia’s skill Olympians. Sydney: Work Skill Australia Foundation Incorporated. 
  • Scott, G & Wilson, D (2002): ‘Tracking and Profiling Successful IT Graduates: an exploratory study’, Australasian (ACIS) 2002 Proceedings At: http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1192&context=acis2002 
  • Scott, G. & Yates, W. (2002). ‘Using successful graduates to improve the quality of undergraduate engineering programs’. European Journal of Engineering Education, 27(4), 363-378. 
  • Vescio, J. (2005). An investigation of successful graduates in the early stages of their career across a wide range of professions (Final Report). University of Technology, Sydney 
  • Wells, P , Philippa Gerbic, P Kranenburg, I & Bygrave, J (2009) ‘Professional Skills and Capabilities of Accounting Graduates: The New Zealand Expectation Gap?’, Accounting Education: An International Journal, 18:4-5, 403-420,

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