Resources and Further Reading

In this section of the site you will find a range of resources developed and used during the Fellowship. They include the slides used at the Fellowship workshops, a video explaining them, a link to a ‘key insights’ paper that brings together the recurring themes in participant feedback; and a link to a section of the site that outlines some 200 forms of ‘powerful’, program level assessment suggested by participants, which is searchable by type of assessment and also by field of education. Links to the relevant section of guides produced in other relevant ALTC/OLT projects and a full set of references are also included.

  • 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 
  • 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 
  • 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
  • Biggs, J & Tang, C (2007): Teaching for quality learning at university, Open University Press/McGraw Hill, Maidenhead (3rd edition)
  • Bloxham, S & Boyd. P (2007): Developing effective assessment in higher education: a practical guide, OUP, Milton Keynes
  • 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
  • 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
  • Hunt, D (1987): Beginning with ourselves, OISE Press, Toronto
  • Hanover Research (2013): Best and innovative practices in HE Assessment, April 2013
  • Healey, M (2013): Students as change agents, Keynote presentation on staff-student partnerships, University of Leicester, 27 November, 2013 
  • 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. 
  • 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 
  • 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 
  • 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.
  • 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
  •  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
  • 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 
  • UNSW (2015): Assessing authentically, UNSW Assessment Toolkit
  • 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.
  • 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 
  • 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,