PGCHE

Postgraduate Certificate in Higher Education

PGCHE: Postgraduate Certificate in Higher Education
Reading list
(Sept 2009)

Selected reading on Higher Education, student learning and teaching practice
As with any reading list, the suggestions here are intended to set you on a path of discovery in the
area of student learning and university teaching. We neither require you to read everything on the
list, nor expect you to restrict your reading to the suggestions made here. Further resources will be
referred to throughout the programme. Please see these as generic starting points, and do explore
subject-specific reading in the field. Please also refer to the external links page on the PGCHE
website which provides details on relevant external bodies and journals:
http://www.nottingham.ac.uk/pgche/overview/external/

One way to explore whats available in your discipline area is to start with the suggestions made by
your Higher Education Academy (HEA) Subject Centre. Select a subject centre at:
http://www.heacademy.ac.uk/SubjectNetwork.htm If you are new to HE teaching, the resources for
Supporting New Academic Staff (SNAS) may also be useful:
http://www.heacademy.ac.uk/48.htm

This reading list contains the following sub-sections:

Higher Education General
Learning and Teaching
Assessment and Feedback
Curriculum Development
Diversity
E-learning
Peer Observation
Reflection
Research methods
Supervision
Teaching-Research Relationship

Higher Education General

Barnett, R. (1997) Higher Education: a Critical Business. Buckingham, UK:
Society for Research into Higher Education & OU Press.
"Barnett reviews what the academy customarily means when it talks about critical thought, explains
why that talk is so often shallow and pessimistic, and holds up for contemplation a positive
conception of a 'a very wide self' formed through education ... . Rothblatt, UoC

Becher, T. and Trowler, P. (2001) Academic Tribes and Territories: Intellectual
Enquiry and the Cultures of Disciplines. Buckingham, UK: Society for Research
into Higher Education & OU Press.
How do academics perceive themselves and colleagues in their own disciplines, and how do they
rate those in other subjects? How closely related are their intellectual tasks and their ways of
organizing their professional lives? What are the interconnections between academic cultures and
the nature of disciplines? [This book] maps academic knowledge and explores the diverse
characteristics of those who inhabit and cultivate it A superb addition to the literature on HE.

DfES (2003) The Future of Higher Education. UK Government White Paper
http://www.dfes.gov.uk/highereducation/hestrategy/

Gilbert, Alan D (2005) Some heretical ideas about universities. Menzies Oration
on Higher Education, University of Melbourne
If I were to ask each of you to outline your understanding of the idea of a university, I am sure
that there would be marked differences of substance and emphasis in the replies. Equally, I am sure
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that the views elaborated would in many cases be very strongly held. That is what makes the idea of
a university so contentious . But it has not been through one defining "idea of a university" that
these curious institutions have worked their civilizing alchemy it is through many evolving ideas
about what a university is and what it stands for.
http://www.unimelb.edu.au/speeches/menziesoration.html

Knight, P. T. (2002) Being a Teacher in Higher Education. Buckingham, UK:
Society for Research into Higher Education & OU Press.
This is a book about doing teaching and being a teacher: about reducing the likelihood of burn-out
and improving the chances of getting the psychic rewards that make teaching fulfilling. It is an
optimistic book for teachers in universities, many of whom feel that opportunities for professional
fulfilment are becoming frozen.

Wilkinson, James (2006) Undergraduate education: what good is it? An
international perspective. Menzies Oration on Higher Education, Melbourne
We know what a Harvard diploma costs [~$200.000). It is harder to say what good it is. What is it
that justifies those efforts and that monumental expense What educational attainments merit
being welcomed into the company of educated men and women? Prof Wilkinson is at Harvard

Learning and Teaching
















53 Interesting Ways Series: Technical & Educational Services Limited
A series of very practically-oriented books (1984-1997) addressing some of the important
contemporary issues for teaching and learning in higher education, such as lecturing, giving
seminars & tutorials, assessing your students, helping your students to study, appraising your
teaching etc ..." Many of them are still available eg via Amazon.co.uk

Biggs, John (2003) Aligning teaching for constructing learning. HE Academy
'Constructive alignment' starts with the notion that the learner constructs his or her own learning
through relevant learning activities. The teacher's job is to create a learning environment that
supports the learning activities appropriate to achieving the desired learning outcomes.
Download from here:
http://www.heacademy.ac.uk/resources/detail/id477_aligning_teaching_for_constructing_learning

Biggs, J. (2007) Teaching for Quality Learning at University (3rd edition). Open
University Press
The teaching/learning approach described and explained in this book focuses on implementing a
constructively aligned outcomes-based model at both classroom and institutional level. [This model]
is now used worldwide as a framework for good teaching and assessment. Publisher
I would recommend this book to both new and existing lecturers who would like to learn more
about constructive alignment but also those who would like some innovative ideas for their teaching,
learning and assessment activities. UK HE reviewer
Special Topics Supported within the Learning and Teaching section:
Practical Guides to Teaching: 53 Interesting Ways (see below this box); Biggs (2003-07); Exley &
Dennick (2004-09); Fry et al (2003); Jaques & Salmon (2006); Kahn & Walsh (2006); Race (1999-05);
Lecturing & Interactive Lecturing: Bligh (2001); Draper (2007); Draper & Brown (2004);
Exley & Dennick (2009); Gibbs (1981); Simpson & Oliver (2002)
Learning Outcomes & Strategic Alignment: Hussey & Smith (2003); Kennedy et al (2006); Biggs
(2003-07); HEA Engineering (2004)
The Student Perspective: Biggs (2007); Booth (2003); Hefce (2007); Light (2004)
Learning Theory & Learning Styles: Coffield et al (2004); Jarvis et al (2003); Kearsley (1995-2001);
Kolb (1984); Land et al (2008); ONeill & McMahon (2005); See also refs in e-learning & Race (2005)
General Teaching & Learning: The other titles listed in this section Gibbs & Habeshaw (1989); Light &
Cox (2001); Marton et al (1997); Prosser & Trigwell (1999), Ramsden (2003)
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This book is a sophisticated and insightful conceptualization of outcomes-based learning developed
from the concept of constructive alignment. The first author has already made a significant
contribution to the scholarship and practice of teaching and learning in universitiesTogether with
the second author, there is now added richness through the practical implementation and practices.
Carrick Institute of Education reviewer, Australia

Bligh, D.A. (2001) What's the Use of Lectures? (5
th
edition) Exeter: Intellect
"A comprehensive guide to the uses and possible abuses of the lecture method. Supported by
copious research, Bligh offers a wealth of practical suggestions for making lectures more engaging
and effective. Written in an accessible and helpful style, What's the Use of Lectures? should be
required reading for all college teachers who use this method."--Stephen Brookfield, University of
St. Thomas, St. Paul, Minnesota"

Booth, Alan (2003) Teaching History at University: Enhancing Learning and
Understanding. Routledge
Knowledgeable and thought-provoking ... blissfully free of jargon and rebarbative education-speak.
Written by a National Teaching Fellow and one of the History community's most innovative and
reflective pedagogues, Alan Booth's book sets a new standard for accessible guidance on how
history students actually learn. Eric Evans, Lancaster University Despite its title and particular
disciplinary focus, this book is generally applicable to any academic discipline!

Coffield, Frank et al. (2004) Learning styles and pedagogy in post-16 learning : A
systematic and critical review. Learning & Skills Research Centre
Learning style instruments are widely used. But are they reliable and valid? Do they have an impact
on pedagogy? This report examines 13 models of learning style and concludes that it matters
fundamentally which model is chosen. Positive recommendations are made for students, teachers
and trainers, managers, researchers and inspectors.
http://www.lsda.org.uk/files/pdf/1543.pdf

Draper, Steve (2007) Electronic Voting Systems and interactive lectures:
entrance lobby. University of Glasgow website
This is the entrance point for my web pages on Electronic Voting Systems (EVS) for use in lectures,
or for interactive lectures in general [Topics include such issues as] Why use EVS? - the very short
answer / A short argument on why be interactive / A short introduction to EVS / EVS: a catalyst for
lecture reform (by Alistair Bruce) / Long answer (a whole paper) on pedagogic potential. (See also
Simpson and Oliver below)
http://www.psy.gla.ac.uk/~steve/ilig/printlong.php

Draper, SE and MI Brown (2004) Increasing interactivity in lectures using an
electronic voting system. Journal of Computer Assisted Learning 20 (2), 81
A critical review of the use of EV systems across eight different departments and classes of up to
300 students, including an evaluation in cost benefit terms. Evaluations of each use identified
(formatively) the weakest spots and the most common benefits, and also (summatively) showed
that learners almost always saw this as providing a net benefit to them. Perceived benefits tended to
increase as lecturers became more experienced in exploiting the approach.
http://www.blackwell-synergy.com/links/doi/10.1111/j.1365-2729.2004.00074.x

Entwistle, Noel (2000) Promoting deep learning through teaching and
assessment: conceptual frameworks and educational contexts. Conference
paper, Leicester University
This paper describes [work that] has become influential within higher education and derives from
research into student learning. The work originated in Sweden and Britain and was subsequently
developed in other countries, producing a distinctive way of thinking about how teaching and
assessment in higher education influence the quality of student learning.
http://www.tlrp.org/pub/acadpub/Entwistle2000.pdf



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Exley, K. and Dennick, R (2004) Small group teaching: tutorials, seminars and
beyond. Key Guides for Effective Teaching in Higher Education Series. London:
RoutledgeFalmer
Why do small group teaching styles need to be so different to those used in tutorials and lectures?
How will my teaching style need to adapt? This indispensable guide for new university or college
teachers brings together straightforward and practical advice on small group teaching as well as
examples of practice across disciplines and a sprinkling of sound educational theory.

Exley, K. and Dennick, R (2009) Giving a lecture: from presenting to teaching. 2
nd

Edition. Key Guides for Effective Teaching in Higher Education Series. London:
Routledge
The second edition of Giving a Lecture builds upon the reputation and success of the Key Guides for
Effective Teaching in Higher Education series. It is an excellent resource for those new to teaching at
the University and College level and for those who just want to reflect upon and refresh their
lecturing practice. The best selling first edition has been fully revised, and this edition continues to
cover all the basics .

Fry, H., Ketteridge, S. and Marshall, S. (eds) (2008) A Handbook for Teaching
and Learning in Higher Education: Enhancing Academic Practice. (3
rd
edition).
Routledge
This Handbook is sensitive to the competing demands of teaching, research and scholarship and
academic management. Against these contexts, the book focuses on developing professional
academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher
education and widening student diversity, the fully updated and expanded edition includes new
material on for example, e-learning, lecturing to large groups, formative and summative
assessment, and supervising research students.

Gibbs, G (1981) Twenty terrible reasons for lecturing, SCED Occasional Paper No.
8, Birmingham.
A real classic, long out of print but now at last available for download from Oxford Brookes. Read it
if you do any lecturing at all!
http://www.brookes.ac.uk/services/ocsd/2_learntch/20reasons.html

Gibbs, G. and Habeshaw, T. (1989) Preparing to Teach. Bristol: Technical &
Educational Services.
Readable introduction to lecturing, small group teaching, assessment, labs etc. with a practical
approach to addressing common issues for lecturers through straight advice and quick tips. This is
also balanced with a wider view on the students' position, and the lecturer's own development.

HEA Engineering Subject Centre (2004) Constructive alignment and why it is
important to the learning process. Engineering Subject Centre Guide
Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential
ideas in higher education. It is the underpinning concept behind the current requirements for
programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria,
and the use of criterion based assessment.
http://www.engsc.ac.uk/er/theory/constructive_alignment.asp

Hefce & NUS (2004-08) The UK National Student Survey of University Teaching.
Unistats website
Choose subjects and universities at http://www.unistats.com/ and review responses. See also the
formal commentary on this report by Prof Graham Gibbs at:
http://www.hepi.ac.uk/pubdetail.asp?ID=240&DOC=reports

Hussey T and Smith P (2003) The uses of learning outcomes. Teaching in Higher
Education 8 (3), 357-368
This paper argues that learning outcomes need to be reclaimed from their current use as devices for
monitoring and audit, and returned to their proper use in aiding good teaching and learning. We
require a broader, flexible and more realistic understanding of learning outcomes, better suited to
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the realities of the classroom and of practical use to those teachers who wish to respond to the
enthusiasm of their students.
http://www.ingentaconnect.com/content/routledg/cthe/2003/00000008/00000003/art00004

Jaques, D. & Gilly Salmon (2006) Learning in Groups: A Handbook for Face-to-
face and Online Environments (4th edition). London: Routledge
This is a comprehensive guide to groupwork for learners and tutors Publisher
'A truly excellent book. With a solid theoretical underpinning, it is wide-ranging, accessible, practical
and, above all, useful ... Whatever your role, if you want to enable groups to function and learn well,
read and use this book!'

Jarvis, P., Holford, J. and Griffin, C. (2003) The Theory and Practice of Learning
(2
nd
Edition). London: Routledge
Learning is among the most basic of human activities. The study of learning, and research into
learning is becoming a central part of educational studies. This is a comprehensive introduction to
contemporary theories and modern practices of learning [and includes: lifelong learning; the
social background to learning; cognitivist theory; types of learning; and learning using ICT.

Kahn, P. and Walsh, L. (2006) Developing your teaching. Key Guides for Effective
Teaching in Higher Education Series. London: RoutledgeFalmer
Developing Your Teaching engages you in a dialogue that both supports and challenges your
teaching. Focusing on the processes involved in this, and the practical actions that you can take, it
encourages a continuous approach to development, seeking insight and inspiration to underpin the
process. Through a blend of ideas, interactive review points and case study examples from
university teachers, the book unfolds as an accessible handbook for professional practice and
provides ideas on a range of topics.

Kearsley, G (1995 - 2001) The Theory into Practice Database. Tip Psychology website
Concise summaries of more theories of learning than you will ever need to know about. But have a
look at Constructivist Theory, Conversation Theory, Multiple Intelligences and Situated Learning,
the theories most widely referred to at the present time.
http://tip.psychology.org/

Kennedy, Declan, ine Hyland and Norma Ryan (2006) Writing and Using
Learning Outcomes: a Practical Guide. IN: The Bologna Handbook. European
University Association.
Britain is a signatory to the Bologna Accord, but dont let that put you off! Learning outcomes,
properly formulated, are helpful to teachers and learners alike.
http://www.bologna-handbook.com/docs/downloads/C_3_4_1.pdf

Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, NJ: Prentice Hall.
A classic text where David Kolb presents his ideas about the experiential learning cycle. The details
of this model have been criticised, but the general framework it provides remains a useful heuristic
framework for analysing the processes of learning and teaching.

Land, Ray et al (Eds) (2008) Threshold Concepts within the Disciplines. Sense
Publishers
This book brings together leading writers from various disciplines and national contexts in an
important and readable volume for all those concerned with teaching and learning in HE. The
foundational principle of threshold concepts is that there are, in each discipline, 'conceptual
gateways' or 'portals' that must be negotiated to arrive at important new understandings. In
crossing the portal, transformation occurs Such transformation involves troublesome knowledge
[The book] suggests pedagogic directions for those at the centre of the education project.

Light, Richard J (2004) Making the Most of College: Students Speak Their Minds.
Harvard University Press
The stories that Harvard students shared with Richard Light and his colleagues about their
experiences of inspiration, frustration, and discovery fill the book with spirit. Some of the anecdotes
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are funny, some are moving, and some are surprising. Many are wise - especially about choosing
classes, talking productively with advisors, improving writing and study skills, maximizing the value of
research assignments, and connecting learning inside the classroom with the rest of life.

Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education: The
Reflective Professional. London: Paul Chapman Publishing.
This book brings together key issues of theory and practice to develop an overall professional
language of teaching situated within communities of academic practice.

Marton, F., Hounsell, D., and Entwistle, N. (eds.) (1997) The Experience of
Learning. 3
rd
(Internet) edition. Edinburgh: University of Edinburgh, Centre for
Teaching, Learning and Assessment. Out of print but update available online (see below).
The scope of this book is both broad and narrow. It is about learning and contains ideas of
fundamental importance for all those interested in how people learn. The book has a narrow focus
insofar as it presents the results of research from a series of related studies into the way students
learn in higher education. Its claim to generality, however, stems from the radical nature of both the
research methodology and the emerging conceptual frameworks. Updated for the internet in 2005.
http://www.tla.ed.ac.uk/resources/EoL.html

ONeill, Geraldine & Tim McMahon (2005) Student-centred learning: what does it
mean for students and lecturers? IN: Emerging Issues in the Practice of
University Learning and Teaching (ONeill et al, Eds). Aishe, Dublin
The term studentcentred learning (SCL) is widely used Many terms have been linked with it,
such as flexible learning, experiential learning and self-directed learning, and therefore the slightly
overused term studentcentred learning can mean different things to different people The
teacher-focused/transmission of information formats, such as lecturing, have begun to be
increasingly criticised and this has paved the way for a widespread growth of studentcentred
learning as an alternative approach However, many institutions or educators claim to be putting
studentcentred learning into practice, but in reality they are not (2003:322).
http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.pdf

Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching.
Buckingham, UK: Society for Research into Higher Education & OU Press.
This book outlines some key principles underlying successful teaching, by investigating student
learning as a starting point. How can university teachers improve the quality of student learning?
Prosser and Trigwell argue that the answer lies in determining how students perceive their unique
learning situations. In doing so they draw upon a considerable body of research and enable
university teachers to research and improve their own teaching.

Race, P. (1999) 2000 Tips for Lecturers. London: RoutledgeFarmer.
"This new volume brings together a core of key tips and supplements them with more best-practice
advice to present a fully comprehensive, up-to-date resource and guide for all higher and further
education professionals. The coverage takes in all of the key areas of teaching and lecturing in
higher & further education today, which means that in addition to providing a handy daily reference,
taken together the book will form a working guide to developing the readers skills, teaching quality
and career."

Race, P. (2001) The Lecturers Toolkit: A Practical Guide to Learning, Teaching
and Assessment. London: RoutledgeFarmer.
The Lecturer's Toolkit is the original, all-encompassing resource for lecturers and teachers in higher
education. Practical, accessible and relevant, it will help to underpin and develop the professional
practice of all those working in higher education today.

Race, Phil (2005) Making Learning Happen: A Guide for Post-Compuslory
Education. Sage Publications
Making Learning Happen provides an accessible and practical discussion of teaching and learning in
higher and further education. The book is centred around Phil Race's well-known 'ripples on a pond'
model of learning, which has identified five fundamental factors underpinning successful learning:
'wanting' to learn; 'needing' to learn; 'learning by doing'; 'feedback'; and 'digesting ie making
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sense of what has been learned'. The book also contains one of the first responses to Coffield et al
(2004) and an unexpected suggestion in relation to formative feedback.

Ramsden, P. (2003) Learning to Teach in Higher Education (2
nd
edition). London:
RoutledgeFalmer
The authors understanding of a good teacher is one who understands his/her students' learning
experiences. This is the basis for outlining principles for effective teaching in higher education. The
author incorporates research findings and suggestions for further reading with case studies to
connect theory to practice.

Simpson, Vicki (at Surrey) and Martin Oliver (at UCL) (2002) Using electronic
voting systems in lectures. UCL website
This report is a review of research into the use of electronic voting systems to support
Lectures Voting systems are best understood as a tool rather than a teaching approach. They do
not cause good learning in fact, if poorly prepared or used for their own sake, students were
extremely critical of them. However, when lecturers used these tools as part of a wider effort to
support active engagement with learning, there is evidence that they can support increased
motivation and attainment.
http://www.ucl.ac.uk/learningtechnology/assessment/ElectronicVotingSystems.pdf

Assessment and Feedback

Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Student Learning in
Higher Education. London: Routledge.
The book provides background research on different aspects of assessment and aims to help
lecturers refresh their approaches to assessment.

Brown, S., Race, P. and Bull, J (1999) Computer-assisted assessment. Staff and
Educational Development Series. London: Kogan Page
This book is edited chapters from a wide range of contributors for the UK and abroad. Key issues
addressed are reducing marking load for teachers, giving students feedback and linking assessment
with how students learn.

Bryan, C. and Clegg, K. (2006) Innovative Assessment in Higher Education.
London: RoutledgeFalmer.
Provides a fundamental analysis of the role and purpose of assessment and how change can
realistically be managed without compromising standards. This book contains case study material to
illustrate the issues explored and to provide evidence of the potential impact of change.

Draper, Stephen W (2003) Formative feedback to students in levels 3 & 4.
Downloadable online document. University of Glasgow website
Guidelines for effective formative feedback provison to our students. See also Race (2005)
http://www.psy.gla.ac.uk/~steve/resources/ffeed.html

Entwistle, Noel (2000) Promoting deep learning through teaching and
assessment: conceptual frameworks and educational contexts. Conference
paper, Leicester University See full details in Teaching & Learning section above

Falchikov, N. (2005) Improving Assessment Through Student Involvement:
Practical solutions for aiding learning in higher and further education. London:
Routledge
This book provides a scholarly account of the many facets of assessment which focus on student
involvement. Peer and self-assessment are powerful assessment tools to add to existing tutor-based
method and this book explores the issues and practicalities of using such techniques.

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Haines, C. (2004) Assessing students written work: marking essays & reports.
Key Guides for Effective Teaching in Higher Education Series. London:
RoutledgeFalmer
Assessment is one of the most powerful tools in teaching yet it is rarely measured in effort, time
and effectiveness and it is usually done alone and against the clock. This book aims to clarify the
concepts and issues, which may make assessment difficult for teachers and students. This practical
and realistic book is designed to help practitioners who wish to improve their effectiveness in
assessing a large and a diverse range of students.

Nicol, David J & Debra Macfarlane-Dick (2005) Formative assessment and self-
regulated learning: a model and seven principles of good practice. Studies in
Higher Education 31 (2), 199-218
The research on formative assessment and feedback is re-interpreted to show how these processes
can help students take control of their own learning i.e. become self-regulated learners. This
reformulation is used to identify seven principles of good feedback practice that support self-
regulation.
http://www.reap.ac.uk/public/Papers/DN_SHE_Final.pdf

Race, Phil et al (2004) 500 Tips on Assessment (2nd Edn). Routledge
An invaluable dip-in aid for hard-pressed lecturers and teachers in further and higher education. It
should be read, enjoyed and seriously considered by all those concerned about the quality and
appropriateness of their assessment methods. Publisher
An absolute gem of a book, full of succinct and good advice Journal review

Curriculum Development

Butcher, C., Davies, C. and Highton, M. (2006) Designing Learning : from module
outline to effective teaching. Key Guides for effective teaching in HE. Routledge
This practical guide helps new teaching staff when designing, developing and adapting a course.
Written in an informative and jargon-free style the book covers all important areas in course design
using illustrative examples, case studies, checklists, action points and general advice. Butcher and
his colleagues provide a very useful-and directly practical-coverage of the essential steps of course
design ... Designing Learning scores very highly in my mind. British Journal of Ed. Technology

Moon, J. (2002) The Module and Programme Development Handbook : A
Practical Guide to Linking Levels , Learning Outcomes and Assessment. London:
Kogan Page
A very readable text giving clear explanation of the language and processes of course design.

Taylor, P. (1998) Making Sense of Academic Life: Academics, Universities and
Change. London: Society for Research into Higher Education & OU Press.
This author looks at the broader context of institutional change and what it means for academic's
working lives, especially the educational role of academics and relationships across institutions.
Understanding contexts, key issues and power balances helps to put curriculum development within
an understandable subject-based context.

Toohey, S. (1999) Designing Courses for Higher Education. Buckingham, UK:
Society for Research into Higher Education & OU Press.
The book gives an overview of the process that covers strategic decisions to be made, as well as
the place of teaching techniques within the course. There are examples to illustrate innovative
practice, and interviews, giving a practical focus to the task.
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Diversity

Adams, M. and S. Brown, Eds. (2006). Towards Inclusive Learning in Higher
Education. Abingdon, Routledge.
It is widely recognized that the provision of an inclusive education is critical to maintaining high
standards of learning and teaching for all students in higher education - a fact that is backed up by
the introduction of legislation and best practice guidelines around the world. This book is for all
practitioners in higher education many of whom may not have previous experience of working
with disabled students, but now wish to develop a better understanding of the issues involved.

Carroll, J. and Ryan, J. (2005) Teaching International Students: Improving
learning for all. Routledge
Teaching International Students explores the challenges presented to lecturer and student alike by
increased cultural diversity within universities. This is a timely, welcome and effective publication,
edited by two of the leading authorities on the subject...[The] collection of essays provides a
valuable source of practical advice backed by theory from 14 different contributors of varying
experiences and specialisms. - Educational Developments

Grace, S. and Gravestock, P. (2009) Inclusion and Diversity: Meeting the need of
all students. Key Guides for effective teaching in HE. Routledge
How should you prepare for the first day of class? How can you encourage all students to
participate in discussions? How do you ensure disabled students can take part in field work?
Increasingly, universities are drawing from a less traditional group of students international
students, disabled students, part time students, and mature students. This book offers specific,
practical advice on the issues that teachers encounter when teaching in a diverse classroom.

Jones, E. and Brown, S. (2007) Internationalising Higher Education. Routledge
In order for Higher Education institutions to compete in todays global market, a different approach
has to be adopted which values the contribution that increasing numbers of international students
make to the learning community. While insular approaches to higher education have been
commonplace for some time, diversity is now a universal given, and a fresh approach to curriculum
design, delivery, assessment, and evaluation is required. This authoritative overview brings together
current thinking about internationalisation and academic pedagogy in higher education.

E-learning

Allen, Ken (2005) Online learning: constructivism and conversation as an
approach to learning. Innovations in Education and Teaching International 42,
(3), 247256
Traditionally our UK HE establishments have majored on a lecturer instructing a group of students.
The focus has been very much on transferring a body of knowledge to a set of learners using a
variety of teaching methods. The target in many establishments has been on the individual learner
and their performance. Conversation, when used was a means of clarifying the learning that had
been set by the teacher. With the advent of online teaching and learning this mould might be
challenged. Can we develop another approach?

Jochems, Wim, Jeroen van Merrienboer, Rob Koper, Jeroen van Merrienboer, Rob
Koper (Editors) (2003) Integrated E-Learning: Implications for Pedagogy,
Technology and Organization. RoutledgeFalmer.
It is widely recognized that ... e-learning is no longer an exclusive approach used only in distance
education and in isolation from traditional education programmes. A real difficulty facing educators and
trainers is how to integrate these new learning methods and embed them in established and existing
forms of learning, teaching or training. This book forms a serious, in-depth study of the subject and
proposes that e-learning is not simply a matter of 'digitizing' traditional materials, but involves a new
approach, which must take into account pedagogical, technological and organizational features to form
a well-designed education system. A practical focus is maintained throughout, with advice on
implementation and case studies drawn from ... considerable experience.

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Junco, Reynol & Jeanna Mastrodicasa (2007) Connecting to the net.generation :
what higher education professionals need to know about today's students.
Washington DC: NASPA
This book provides a concise analysis of the Net Generation (todays college and undergraduate
students in the USA) with a view to enhancing the design of learning experiences in higher education.
Its a kind of first-aid manual for the HE professional. NetGen students arrive on university campuses
as consumers of technology in ways that previous generations barely understand, and the challenges
that this group of students present is unique. This easy-to-follow guide will help you gain a better
understanding of your students, the technology they are using, and how they are using it, [technologies
such as] blogs, wikis, instant messaging, social networking and filesharing.

Laurillard, Diana (2002) Rethinking University Teaching: a Conversational
Framework for the Effective Use of Learning Technologies. Routledge Falmer
Teachers in higher education have had to become more professional in their approach to teaching,
matching their professionalism in research. The first edition of this book prepared teachers to do and
undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching
and their students' learning. The strength of this book is that it provides a sound theoretical basis for
designing and using learning technologies in university teaching ... Publishers blurb

Mehanna, WN (2004) e-Pedagogy: the pedagogies of e-learning. ALT-J, Research in
Learning Technology 12 (3) 279-293
This is the report of an extensive research study on the effectiveness of e-learning. The results suggest
seven clusters of pedagogies correlated with students grades, and the effect size calculation revealed
an educational significance for all of them.
http://www.ingentaconnect.com/content/routledg/calt/2004/00000012/00000003/art00007

Mayes, Terry (2004) Learner-centred pedagogy: individual differences between
learners. JISC e-Learning Models Desk Study, Stage 2
Embedded within the pedagogical approach adopted will be procedures for dealing with individual variation.
This is usually what we imply by the term learner-centred: adjusting our teaching and learning
activities in ways that take account of individual needs In practice the term learner-centred has
lost most of its meaning: institutions will describe themselves as learner-centred even where their
practice is almost entirely teaching-centred.
http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Styles%20(Version%201).pdf

Mayes, Terry & Sara de Freitas (2004) Review of e-learning theories, frameworks
and models. JISC e-Learning Models Desk Study, Stage 2
If you want a short, authoritative and revealing distillation of the confusing world of learning theory
as it relates to e-learning, look no further. This is it. It is also intelligible to the non-specialist and
provides an invaluable foundation for good practice. Why bother with theory? For good
pedagogical design, there is simply no escaping the need to adopt a theory of learning. But which
theory? There are dozens. Mayes and de Freitas develop a practicable answer to that question too.
http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_outcomes.aspx

Nichols, Mark (2003) A theory for eLearning. Educational Technology & Society 6
(2), 1-10
There has been much written about eLearning practice ... little attention has been given to
eLearning theory. After arguing that a lack of established theory will hinder further development in
eLearning, this paper presents ten hypotheses for eLearning in an attempt to focus attention on the
underlying principles that apply to eLearning in all situations. See also Mayes et al (2004) above.
http://www.ifets.info/journals/6_2/1.pdf

Owston, Ronald D (1997) The World Wide Web: a technology to enhance
teaching and learning? Educational Researcher 26 (2), 27-33
Nothing before has captured the imagination and interest of educators simultaneously around the
globe The Web is now causing educators to re-think the very nature of teaching, learning, and
schooling. Claims have been made that the Web can free teaching and learning from the physical
boundaries of classrooms and time restraints of class schedules. Traditional lectures and
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demonstrations can become Web based multimedia learning experiences for students The Web
can help us re-focus our institutions from teaching to learning, from teacher to student.
http://www.edu.yorku.ca:8080/~rowston/article.html

Salmon, G. (2002) e-tivities: The Key to Active Online Learning. London: Kogan Page
Following the ground-breaking and best selling E-Moderating, which looked at the role of the online
teacher, this book addresses readers in both higher education and corporate training who are
seeking to develop interactive and online programmes that truly engage learners.


Peer Observation

Gosling, D. (2002) Models of Peer Observation of Teaching. Learning and
teaching Support Network, Generic Centre. Available online at:
www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id200_Models_of_Peer_
Observation_of_Teaching.rtf (accessed 30th July 2009).
This article by Gosling describes three distinct models of peer observation and is the
article that many university schemes are based on.

Reflection

Benner, R. (2001) From Novice to Expert: Excellence and Power in Clinical
Nursing Practice. Prentice Hall.
This is a seminal work about supporting nursing students through clinical practice. Benner proposes
a five-stage process (novice to expert) in developing awareness and judging skill. Benner's model
provides a framework for reflective practice by describing stages where the learners perception of
situations is central to increasing and judging professional skill.

Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco:
Jossey Bass Wiley.
"Brookfield gently demystifies critically reflective learning and teaching with dozens of practical
examples from the classroom in different scholarly fields. Lucid, wise, jargon-free, personal and
fluently written. Required reading for educators of adults everywhere and for all faculty development
programs." Jack Mezirow, emeritus Professor of Adult Education, Columbia University

Brookfield, S.D. and Preskill, S. (1999) Discussion as a Way of Teaching: Tools
and Techniques for University Teachers. Buckingham, UK: Society for Research
into Higher Education & OU Press.
Presents ideas, techniques, and suggestions on: how to prepare students and teachers to
participate in discussion; how to get discussions started; and how to ensure that teachers' and
students' voices are kept in some sort of balance. This book considers the influence of factors of
race, class and gender on discussion groups.

Cowan, J. (1998) On Becoming an Innovative University Teacher: Reflection in
Action. Buckingham, UK: Society for Research into Higher Education & OU Press.
An exploration of what "reflection" means and what it might offer in education, along with ideas
and examples of reflection in action and the contribution to teaching development. Includes a useful
chapter on how you can evaluate teaching innovations.

Research Methods

Andersen, G. (1998) Fundamentals of Educational Research. (2
nd
edition)
London: Falmer Press
Essentially, this book attempts to round out and contemporize each topic without adding
unnecessary detail or complexity. It takes a broader and deeper look at the various research
paradigms, designs, tools and techniques to allow researchers to better respond to the research
demands of todays world. (Preface)
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Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education.
5th ed. London: RoutledgeFalmer
This text provides both the theory that underpins research methodology and very practical
guidelines for conducting educational research. It is essential reading for both the professional
researcher and the consumer of research - the teacher, educational administrator, adviser, and all
those concerned with educational research and practice.

Krueger, R. A. and Casey, M.A. (2009) Focus Groups: A Practical Guide for
Applied Research. California: Sage Publications (4
th
Edition)
I bought this when tasked with designing and running two focus groups, having no previous
knowledge of the subject whatsoever. It saved my life! It is a superb, 'hands-on' guide which details
all the practicalities of designing focus groups, running them successfully and analysing the results
effectively. It is clearly based on years of experience and offers a super-fast way to download the
expertise of two leaders in their field. Amazon Customer

Lankshear, C. and Knobel, M. (2004) A Handbook for Teacher Research: From
Design to Implementation. Buckingham: Open University Press.
Identifies five features to be present in research, and provides guidelines for teachers to meet
these requirements in studies designed to enhance their vocation as educators. This work engages
with key issues integral to various kinds of research. This informative book helped me to
understand research in general and to bring focus and clarity to my current research project. The
text answers questions and provides guidance and support in a manner that is user-friendly and
easy to comprehend. Teacher in Canada

Robson, Colin (2002) Real World Research: A resource for social scientists and
practitioner-researchers. Oxford: Blackwell
This successful text furnishes students [across a wide range of behavioural and social disciplines]
with the skills necessary to conduct research outside the laboratory, in real world situations.

Supervision

Davis, G. (2004) Advising and Supervising Doctoral Students: Lessons I have
learned. University of Minnesota
The assumption of Davis paper is that academics can learn advising/supervisory skills by following
systematic processes. The paper codifies some of Davis observations drawn from being on doctoral
dissertation committees and supervising over thirty doctoral dissertations. He reflects upon his
experience and summarises the lessons learned through mistakes and success.
http://misrc.umn.edu/workingpapers/fullpapers/2004/0412_052404.pdf.

Delamont, S. Atkinson, P. & Perry, O. (2004) Supervising the Doctorate.
Buckingham, UK: Society for Research into Higher Education & OU Press
How can I get my students to produce good theses on time? My last student failed. What could I
have done to prevent it? I am supposed to train the new supervisors: where can I get some good
ideas?

James, R. & Baldwin, G. (1999) Eleven practices of effective postgraduate
supervisors. Centre for the Study of Higher Education and School of Graduate
Studies, University of Melbourne
This book is an accessible guide with an application that spans the disciplines. Based on extensive
research into effective supervision practices, it offers practical advice for both new supervisors and
those wanting to brush up their supervisory skills.
http://www.cshe.unimelb.edu.au/pdfs/11practices.pdf

Kamler, B. & Thomson, P. (2006) Helping doctoral students write: pedagogies for
supervision. London: Routledge
This essential guide offers a new approach to doctoral writing, written specifically for doctoral
supervisors. Rejecting the DIY websites and manuals that promote a privatised skills-based
approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help
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doctorate students produce clear and well-argued dissertations. Drawing on a wide range of
research and hands-on experience, the authors argue that making an original contribution to
scholarly knowledge requires doctoral candidates to do both text and identity work.

Taylor, S. & Beasley, N. (2005) A Handbook for doctoral supervisors. London:
Routledge
A Handbook for Doctoral Supervisors focuses on the practical needs of supervisors, draws examples
from a wide range of countries and uses self-interrogation as a means of encouraging readers to
reflect upon their practice This book will not only be extremely useful for new supervisors, it will
also provide the types of information that experienced supervisors need. The handbook format is
used well to combine, firstly, research-based principles of good supervision with, secondly, insights
drawn from the experience of supervisors, and thirdly, bullets and questions to prompt readers to
think about their understanding of good supervision. Higher Education Review

Tinkler, P. and Jackson, C. (2000) Examining the Doctorate: Institutional policy
and the PhD examination process in Britain. Studies in Higher Education 25: 167
In this article the authors attempt to shed some light on the PhD examination process, a process
that is arguably far less transparent than those at other levels of British higher education and
examine definitions of what constitutes a doctorate and policies governing a range of practices that
are integral to the examination process. The research reveals that although there is a large degree
of inter-institutional consistency regarding key criteria for the award of a PhD, close inspection of
institutional policy suggests that the PhD examination is in fact conceptualised and operationalised
in diverse ways.

Tinkler, P. and Jackson, C. (2004) The Doctoral Examination Process : A
handbook for students, examiners and supervisors. Maidenhead: The Society for
Research into Higher Education and OU Press
What is the viva and how can students prepare for it? What should supervisors consider when
selecting PhD examiners? How should examiners assess a doctoral thesis and conduct the viva? The
doctoral examination process has been a source of anxiety and concern for students, supervisors
and examiners alike. But now help is at hand. This book sheds new light on the process, providing
constructive ways of understanding the doctoral examination, preparing for it and undertaking it.

Wisker, G. (2004) The Good Supervisor: Supervising Postgraduate and
Undergraduate Research for Doctoral Theses and Dissertations. Hampshire:
Palgrave Macmillan
This book engages readers in dialogue and active reflection on the strategies of effective
supervision of PhDs, postgraduate and undergraduate research. Accessibly written, it encourages
supervisors to reflect on and enhance their research supervision practice with a diversity of students
on a variety of research projects The book is also useful for students undertaking research. There
is special focus on research skills development and on supporting students through and beyond the
examination process.

Wisker, G., Exley, K., Antoniou,M. and Ridley,P. (2008) Working one-to-one with
students: supervising, coaching, mentoring and personal tutoring. Key Guides for
Effective Teaching in HE. Routledge
This book is written for Higher Education academics, adjuncts, teaching assistants and research
students who are looking for guidance inside and outside the classroom It is a jargon-free,
practical guide to improving one-to-one teaching, covering a wide range of teaching contexts
including mentoring students and staff, supervising dissertations, encouraging independent learning,
dealing with diversity and approaching informal meetings outside of lectures.
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Teaching-Research Relationship

Barnett, Ronald (ed) (2005) Reshaping the University: New Relationships Between
Research, Scholarship and Teaching. Open University Press.
What is the emerging shape of the University? ... Research, teaching and scholarship remain the
dominant activities in universities and so it is their relationships that form the main concerns of this
volume. Are these activities pulling apart from each other? Or might these activities be brought
more together in illuminating ways?

Boyer EL (1990) Scholarship Reconsidered: Priorities of the Professoriate.
Carnegie Foundation
A re-examination of the meaning of scholarship and of the relationship between teaching and
research. In this groundbreaking study, Boyer offers a new paradigm that recognizes the full range
of scholarly activity He suggests that four general areas of endeavor be viewed as scholarship:
discovery, integration of knowledge, teaching, and service [ie application]. Boyer questions a
reward system that pushes faculty toward research and publication and away from teaching ...

Brew, A (2006) Research and Teaching: Beyond the Divide. Palgrave Macmillan
This book asks how universities can develop the relationship between research and teaching so that
research is enhanced and teaching is improved. Using examples, conversations and critical inquiry, it
suggests that inclusive scholarly knowledge-building communities of both students and academic
staff should result from the development of research-enhanced and evidence-based teaching,
teaching-enhanced research, and the erosion of institutional and cultural factors in higher education
that currently undermine attempts to link research and teaching. (See also Trigwell & Brew below)

Jenkins, A. (2004) A guide to the research evidence on teaching-research
relations. HE Academy
This Guide provides an overview of research evidence on the relationships between research and
teaching. It focuses on one of the three facets of this relationship -how discipline-based research
impacts teaching practice and student learning.
http://www.heacademy.ac.uk/resources/detail/a_guide_to_the_research_evidence

Trigwell, Keith and Angela Brew (2008) Research-enhanced learning and teaching:
bringing research and teaching together. University of Sydney Web Site
This section of the website provides an insight into the scholarly discussions about the nature of
research-enhanced teaching and the scholarship of teaching and brings together resources for
critical reflection on the relationship between research and teaching. You will be introduced to ideas
in the literature about the nature of research-led teaching, and practical ways to bring research and
teaching closer together.
http://www.itl.usyd.edu.au/projects/RLT/issues/introduction.htm