2022

• Leadbeatter, D., Tjaya, K.C. Li, P., Ma, H.S., Phan, A.J., & Peck, C. (2022). Professional knowledge acquisition of dental students employed part-time as dental assistants. European Journal of Dental Education.

2021

• Barradell, S. & Bell, A. (2021). Is health professional education making the most of the idea of ‘students as partners’? Insights from a qualitative research synthesis. Advances in Health Science Education, 26, 513–580.

• Barradell, S., Peseta, T., & Barrie, S. (2021). Students and physiotherapists experience physiotherapy in particular ways. A phenomenologically oriented study. Physiotherapy Theory and Practice 37(1), 106-114.

• Baumber, A., Allen, L., Key, T., Kligyte, G., Melvold, J., & Pratt, S. (2021). Teaching Resilience: Enabling Factors for Effective Responses to COVID-19. Student Success Journal, 12(3), 14-25.

• Campbell, M., Leoni, R., Thomson, K., Tunny, R., Smith, L., & McAllister, L. (2021). The construction and testing of a framework to assure the institutional quality of work-integrated learning. International Journal of Work-Integrated Learning, 22(4), 5.

• Dudley, L., Menon, R., Mosleh, T., & Leadbeatter, D. (2021). Possibilities and limits of a student-led, near-peer mentoring initiative for first-year dental students. Journal of Dental Education.

• Holden, A.C.L. & Leadbeatter, D. (2021). Conceptualisations of the social determinants of health among first‐year dental students. BMC Med Educ 21, 164.

• Kenny, B., Jimenez, Y., Pollard, N., Thomson, K., Semaan, A., & McAllister, L. (2021). Ethics Education Learning Outcomes for Health Professions Students. Journal of Academic Ethics.

• Kligyte, G. (2021). The logics of collegial practices: Australian and New Zealand/Aoteoroa perspectives. Higher Education, 81, 843-864.

• Kligyte, G., van der Bijl-Brouwer, M., Leslie, J., Key, T., Hooper, B., & Salazar, E. (2021). A Partnership Outcome Spaces framework for purposeful student–staff partnerships, Teaching in Higher Education

• Leadbeatter, D., (2021). What is integration of learning? Teaching in Higher Education, 26(1), 1-19.

• Leadbeatter, D., Dracopoulos, S., Lansdown, K., Terry, A. (2021). Using self-study as a methodology for dental educators’ professional inquiry. European Journal of Dental Education, 25(2), 310-317.

• Leadbeatter, D., & Gao, J. (2021). Exploring the temporal dimensions of student engagement with longitudinal assessment in an oral health therapy programme. Medical Teacher, 43(6,) 663-668.

• Leadbeatter, D., & Holden, A. (2021). How are the social determinants of health being taught in dental education? Journal of Dental Education, 85(4), 539-554.

• Penman, M., Tai, J., Thompson, T., & Thomson, K. (2021). Feedback practices as part of signature pedagogy for clinical placements. Assessment in Education: Principles, Policy & Practice, 28(2), 151-169.

• Peseta, T., Kligyte, G., Bell, A., Hardiman, B., Leadbeatter, D., Pizzica, J., Saliba, G., Salisbury, F., Thomson, K. & Yucel, R. (2021) Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors, Teaching in Higher Education, 26(3), 422-437.

• Peseta, T., Donoghue, A., Hifazat, S., Suresh, S., Beathe, A., Derbas, J., Mees, B., Suresh, S., Sugita, C., Mallawa Arachchi, T., Nguyen, E., Johnson, L., Clark, S., Ramegowda, R., Alford, J., Manthos, M., Jose, C., Caughey, E., Reed, V., & Ashcroft-Smith, M. (2021). Dancing with power in ‘We are the university: Students co-creating change’. Journal of University Teaching & Learning Practice, 18(7), 258-274.

• Pleschová, G., Roxå, T., Thomson, K., & Felten, P. (2021). Conversations that make meaningful change in teaching, teachers, and academic development. International Journal for Academic Development.

• Thomson, K., & Barrie, S. (2021). Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers. International Journal for Academic Development.

• Tomitsch, M., Janssen, A., Scott Curwood, J., & Thomson, K. (2021). Insights into the interrelationship between the design process and user practice: a case study on user engagement in a platform for professional learning. Enterprise Information Systems, 15(10), 1546-1561.

• Torres, L., Salisbury, F., Yazbeck, B., Karasmanis, S., Pinder, J., & Ondracek, C. (2021). (Eds). Connecting the Library to the Curriculum Transformative Approaches that Enhance Skills for Learning, Springer.

• van der Bijl-Brouwer, M., Kligyte, G., Key, T. (2021). A Co-evolutionary, Transdisciplinary Approach to Innovation in Complex Contexts: Improving University Well-Being, a Case Study. She Ji: The Journal of Design, Economics, and Innovation, 7(4), 565-588.

2020

• Barradell, S. & Fortune, T. (2020). Bounded - the neglected threshold concept characteristic. Innovations in Education and Teaching International, 57(3), 296-304.

• Baumber, A., Kligyte, G., van der Bijl-Brouwer, M. & Pratt, S. (2020). Learning together: a transdisciplinary approach to student–staff partnerships in higher education. Higher Education Research & Development, 39(3), 395-410.

• Bell, A., Barahona, S., Beg, G., Coulson, S., Eymont, R., Hartman, J., Hubble, T., Leung, N., McDonnell, M., Ni, J., Peseta, T., Sakhee, E. & Upton, J. (2020). Students and Academics Working in Partnership to Embed Cultural Competence as a Graduate Quality. In J. Frawley, G. Russell & J. Sherwood (eds). Cultural Competence and the Higher Education Sector: Australian Perspectives, Policies and Practice (pp.233-254). Springer.

• Di Michele, L., Thomson, K., McEntee, M., Kenny, B.. & Reed, W. (2020.) Knowledge translation: radiographers compared to other healthcare professionals. Radiography, 26(2), S27-S32.

• Leadbeatter, D., Gao, J., Forsyth, C.J., Lansdown, K. & Wong, G. (2020 online). What is the Educational Value of a Student-Led Conference in Dental Education, Journal of Dental Education.

• Leadbeatter, D., Madden, J., Ross, B., & Russell, E. (2020 online). Transition to dental practice: Newly graduated dentists' views of being successful in dental practice, European Journal of Dental Education.

• Moran, M., Bickford, J., Barradell, S. & Scholten, I. (2020). Embedding the International Classification of Functioning, Disability and Health in Health Professions Curricula to Enable Interprofessional Education and Collaborative Practice. Journal of Medical Education and Curricular Development, 7, 1-8.

• Nguyen, K-A., Lucas, C., & Leadbeatter, D. (2020 online). Student generation and peer review of examination questions in the dental curriculum: Enhancing student engagement and learning. European Journal of Dental Education.

• Peseta, T. & Bell, A. (2020). Seeing institutionally: a rationale for 'teaching the University' in student and staff partnerships. Higher Education Research & Development, 39(1), 99-112.

• Peseta, T., Pizzica, J., Beathe, A., Jose, C., Manthos, M., Lynch, R., Nguyen, K. & Raza, H. (2020). A Partnership Mindset: students as partners in and beyond the academy. In L. Mercer-Mapstone & S. Abbot (Eds.), The Power of Partnership: Students, staff and faculty revolutionizing higher education. Centre for Engaged Learning: Elon University.

• Ross, J., Curwood, J.S., & Bell, A. (2020). A multimodal assessment framework for higher education. E-Learning and Digital Media 17(4), 290-306.

• Salisbury, F., Dollinger, M., & Vanderlelie, J. (2020). Students as Partners in the Academic Library: Co-Designing for Transformation. New Review of Academic Librarianship, 26(2-4), 304-321.

• Scholten, I., Barradell, S., Bickford, J. & Moran, M. (2020 online). Twelve tips for teaching the International Classification of Functioning, Disability and Health with a view to enhancing a biopsychosocial approach to care, Medical Teacher.

• Thomson, K. (2020 online). When I say … informal conversations. Medical Education.

• Thomson, K., Pleschová, G., Roxå, T., & Felten, P. (2020). Learning through conversations: How can we research informal professional development? ETH Learning and Teaching Journal 2(2), 363-366

• Wearn, A., Clouder, L., Barradell, S. & Neve, H. (2020). A qualitative research synthesis exploring professional touch in healthcare practice using the threshold concept framework. Advances in Health Sciences Education, 25, 731-754.

2019

• Barradell, S. (2019). Caring in and for physiotherapy through stewardship. Physiotherapy Theory and Practice.

• Barradell, S. & Bruder, A.M. (2019). Learning about health promotion through behavior change: a novel qualitative study of physiotherapy students incorporating applied intervention and reflection, Physiotherapy Theory and Practice

• Barrie, S., & Pizzica, J. (2019). Reimagining university curriculum for a disrupted future of work: Partnership pedagogy. In J. Higgs, G. Crisp & W. Letts (eds.), Education for Employability: Learning for Future Possibilities. The Netherlands: Sense-Brill Publishers.

• Bell, A., Potter, S., Morris, L-A., Strbac, M., Grundy, A., Zaki Yawary. M. (online) Evaluating the process and product of a student-staff partnership for curriculum redesign in film studies. Innovations in Education and Teaching International.

• Cook-Sather, A., Matthews, K., & Bell, A. (2019). Transforming curriculum development through co-creation with students. In L. Quinn (Ed.), Re-imagining Curriculum: Spaces for disruption (p. 107-127). African Sun Media: South Africa.

• Kenny, B.J., Thomson, K., Semaan, A., Di Michele, L., Pollard, N., Nicole, M., Jimenez, Y. & McAllister, L. (2019). Ethics in professional practice: An education resource for health science students. International Journal of Practice-Based Learning in Health and Social Care, 7(1), 86-101.

• Kligyte, G., Baumber, A., van der Bijl-Brouwer, M., Dowd, C., Hazell, N., Le Hunte., B., Newton, M., Roebuck, D. & Pratt, S. (2019). “Stepping in and stepping out”: Enabling creative third spaces through transdisciplinary partnerships. International Journal for Students as Partners, 3(1), 5-21.

• Leadbeatter, D. & Gao, J. (2019). Twelve tips for a successful student-led conference in health professional education. Medical Teacher, 41(7), 750-55 https://doi.org/10.1080/0142159X.2018.1481500

• Johnson, R., Purcell, A., Power, E. & Thomson, K. (2019). University teachers' perceptions of screening students' communication skills: A case study from speech pathology. International Journal of Practice-Based Learning in Health and Social Care, 7(1), 32-46.

• Mladenovic, R., Martinov-Bennie, N., & Bell, A. (2019). Business students’ insights into their development of ethical decision-making. Journal of Business Ethics, 155(1), 275–287.

• Peseta, T., Barrie, S. & McLean, J. (2019). (Eds.), Academic life in the measured university: pleasures, paradoxes and politics. London & NY: Routledge (reprinted from 2017 Special Issue of Higher Education Research & Development Journal 31-3).

• Peseta, T., Fyffe, J. & Salisbury, F. (2019). Interrogating the idea of the university through the pleasures of reading together. In D. Bottrell D. & C. Manathunga (eds.), Resisting Neoliberalism: seeing through the cracks Vol 2, (pp. 199-217): Springer.

2018

• Barradell, S. & Peseta, T. (2018). Integrating Threshold Concepts and Ways of Thinking and Practising: Supporting Physiotherapy Students to Develop a Holistic View of the Profession through Concept Mapping, International Journal of Practice-based Learning in Health and Social Care, 6(1), 24-37.

• Barradell, S., Blackstock, F., Mastwyk, S., Tang, C., Leo J. & McConvlle, J. (2018). Betwixt and Between: A Pilot Study Exploring the Experiences of Clinical Educators Teaching in a Dispersed Model of Entry-Level Physiotherapy Curriculum. International Journal of Practice-based Learning in Learning in Health and Social Care 6(1).

• Barradell, S., Peseta, T. and Barrie, S. (2018). ‘There’s so much to it’: the ways physiotherapy students and recent graduates experience practice, Advances in Health Sciences Education, 23(2), 387-406.

• Barradell, S. Barrie, S., Peseta, T. (2018). Ways of thinking and practising: highlighting the complexities of higher education curriculum. Innovations in Education and Teaching International, 55(3), 266-275.

• Bell, A. & Benton, M. (2018). Experiences of Indigenous and Non-Indigenous First Generation Students at an Australian University. In A. Bell, A., & L. Santamaria (eds.), Understanding Experiences of First Generation University Students Culturally Responsive and Sustaining Methodologies. Bloomsbury.

• Bell, A., & Santamaria, L. (Eds.) (2018). Understanding Experiences of First Generation University Students Culturally Responsive and Sustaining Methodologies: Bloomsbury.

• Bell, A. & Thomson, K. (2018). Supporting peer observation of teaching: collegiality, conversations and autonomy. Innovations in Education & Teaching International, 55(3), 276-284.

• Leadbeatter, D. & Bell, A. (2018). What can dental education gain by understanding student experience of the curriculum? European Journal of Dental Education, 22(3).

• Leadbeatter, D. & Gao, J. (2018). Engaging oral health students in learning basic science through assessment that weaves in personal experience. American Dental Education Association, 82(4), 388-398.

• Martindale, L., Barradell, S., Neve, L. ,& Land, R. (2018). Special Issue – Threshold Concepts in Health and Social Care. International Journal of Practice-based Learning in Health and Social Care, 6(1)

• McAllister, L., Nagarajan, S., Scott, L., Smith, L., & Thomson, K. (2018). Developing Measures of Placement Quality in Allied Health, Dentistry, Medicine, and Pharmacy. International Journal of Practice-based Learning in Health and Social Care, 6(2), 31-47.

• Peseta, T., Fortune, T., Jones, A., Barradell, S., & Kennedy-Jones, M. (2018), Returning history to the educational formation of health professionals in Australia’, Teaching in Higher Education, 23(1). 17-29.

• Salisbury, F., & Peasley, J. (2018). Measuring the academic library: translating today’s inputs and outputs into future impact and value. Information and Learning Science, 119, (1/2), 109-120.

• Salisbury, F., & Peseta, T. (2018). The idea of the university: positioning academic librarians in the future university. New Review of Academic Librarianship, 24(3-4), 244 - 264.

• Salisbury, F., Rossiter I., & Ung, E. (2018). New tactics for orientation: using gamification to connect and engage students. In K. Bailin, B. Jahre & S. Morris (Eds.), Planning Academic Library Orientation (pp. 29-40). Chandos, Elsevier.

• Shay, S., & Peseta, T. (2018) (Eds). Curriculum as Contestation. London & NY: Routledge (reprinted from 2016 Special Issue of Teaching in Higher Education Journal 21-4).

• Smidt, A., Wheeler, P., Peralta, L., & Bell, A. (2018). Transformative and troublesome: reflective blogging for professional learning about university teaching. Reflective Practice, 19(4), 474-489.

• Thomson, K., & Trigwell, K. (2018). The role of informal conversations in developing university teaching? Studies in Higher Education, 43(9), 1536-1547.

• Yucel, R. (2018). Scientists’ ontological and epistemological views about science from the perspective of critical realism. Science and Education, (5-6), 407-33.

2017

• Barradell, S. (2017). Moving forth: imagining physiotherapy education differently. Physiotherapy Theory and Practice, 33(6), 439-447.

• Barradell, S., Blackstock, F., Tang, C.Y., & Leo, J. (2017). "Being Absorbed in That Environment… It’s Just So Beneficial”–The Experiences of Physiotherapy Students in a Situated Learning Pilot Study. International Journal of Practice-based Learning in Health and Social Care, 5(1), 12-23.

• Barradell, S., & Peseta, T. (2017). Putting threshold concepts to work in health sciences: insights for curriculum design from a qualitative research synthesis. Teaching in Higher Education, 22(3), 349-372.

• Bell, A., & Thomson, K. (2017). Supporting peer observation of teaching: collegiality, conversations, and autonomy. Innovations in Education and Teaching International, 55(3), 276-284.

• Bell, A., Peseta, T., Barahona, S., Jeong, S., Lan, L., Menzies, R., Trieu, T., & Wen, A. (2017). In conversation together: Student ambassadors for cultural competence. Teaching and Learning Together in Higher Education 1(21).

• Hamshire, C., Forsyth, R., Bell, A. Benton, M.,Kelly-Laubscher, M., Paxton, R., & Wolfgramm-Foliaki, E. (2017). The potential of student narratives to enhance quality in higher education. Quality in Higher Education, 23(1), 50-64.

• Hannon, J., Garraway, J., Peseta, T., & Winberg, C. (2017). Putting theory to work: comparing theoretical perspectives on academic practices in teaching and learning change. In B. Leibowitz, V. Bozalek and P. Kahn (eds.), Theorising Learning to Teach in Higher Education (pp. 207-223). UK & NY: Routledge.

• Leadbeatter, D. (2017). Can students become engaged with learning basic science through assessment that weaves in personal experience? Journal of Dental Education.

• Leadbeatter, D., & Peck, C. (2017). Are dental students ready for supercomplex dental practice? European Journal of Dental Education, 22(1).

• McCormack, C., Gilchrist, J., Hancock, E., Islam, J., Kennelly, R., Northcote, M., & Thomson, K. (2017). The alchemy of facilitation revealed through individual stories and collective narrative. Reflective Practice, 18(1), 42-54.

• McCormack, C., Kennelly, R., Gilchrist, J., Hancock, E., Islam, J., Northcote, M., & Thomson, K. (2017). From Dream to Reality: Sustaining a Higher Education Community of Practice Beyond Initial Enthusiasm. In Jacquie McDonald, Aileen Cater-Steel (Eds.), Communities of Practice: Facilitating Social Learning in Higher Education, (pp. 599-622). Singapore: Springer.

• Peseta, T., & Barradell, S. (2017). Managing those haunting voices: a student and supervisor in dialogue. In S. Carter & D. Laurs, S. (eds.), Giving Feedback on Research Writing: A Handbook for Supervisors and Advisors (pp. 219-223). NY & London: Routledge.

• Peseta, T., & Barrie, S. (2017). Stewardship as practice: ‘learning on-the-job’ for the academic development newcomer. In B. Leibowitz, V. Bozalek and P. Kahn (eds.), Theorising Learning to Teach in Higher Education (pp. 110-123). London & NY: Routledge.

• Thomson, K., Brentnall, J., Nicole, M., Kenny, B., & McAllister, L. (2017). Continuing professional development: Designing an interprofessional program for allied health placement educators. 40th annual conference of the Higher Education Research and Development Society of Australasia (HERDSA), Sydney, Australia.

• Thomson, K., da Silva, R., Draper, P., Gilmore, A., Majury, N., O'Connor, K., Vasquez, A., & Waite, J. (2017). Student voice in work integrated learning scholarship: a review of teacher education and geographical sciences. Teaching and Learning Inquiry, 5(1), 1-13.

2016

• Barradell, S., & Peseta, T. (2016). Promise and challenge of identifying threshold concepts: a cautionary account of using transactional curriculum inquiry. Journal of Further and Higher Education, 40(2) 262-275.

• Bell, A. (2016). Students as Co-Inquirers in Australian Higher Education: Opportunities and Challenges. Teaching & Learning Inquiry, 4(2), 1-10.

• Bell, A., Wolfgramm-Foliaki, E., Airini, A., Kelly-Laubscher, R., Paxton, M., Pukepuke, T., & Santamaria, L. (2016). Together to the table: Applying critical leadership in cross-cultural, international research. In L. Santamaria & A. Santamaria (Eds.), Culturally Responsive Leadership in Higher Education: Promoting Access, Equity, and Improvement, (pp. 106-119). New York: Routledge.

• Peseta, T., Bell, A. Clifford, A., English, A., Janatharna, J. Jones, C., Teal, M., & Zhang, J. (2016). Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life. The International Journal for Academic Development, 21(1), 54-66.

• Peseta, T., Kligyte, G., McLean, J., & Smith, J. (2016). On the conduct of concern: exploring how university teachers recognise, engage in, and perform ‘identity’ practices within academic workgroups. In J. Smith, J. Rattray, T. Peseta, & D. Loads (Eds.), Identity work in contemporary higher education: exploring an uneasy profession (pp. 77-90). The Netherlands: Sense Publishers

• Peseta, T., & Loads, D. (2016). Epilogue: continuing the conversation. In J. Smith, J. Rattray, T. Peseta, & D. Loads (Eds.), Identity work in contemporary higher education: exploring an uneasy profession (pp. 195-201). The Netherlands: Sense Publishers.

• Smith, J., Rattray, J., Peseta, T., & Loads, D. (eds). (2016). Identity work in the contemporary university: an uneasy profession. The Netherlands: Sense Publishers.

• Thomson, K., Curwood, J., & Tomitsch, M. (2016). Participatory professional development: Designing a mobile website that links student feedback with best practice teaching resources. 39th HERDSA Annual International Conference, Hammondville: Higher Education Research and Development Society of Australasia.

• Thomson, K., Keep, M., & Leithhead, I. (2016). Peer mentoring for clinical educators: A case study in Physiotherapy. Focus on Health Professional Education: A multi-disciplinary journal, 17(3), 30-44.

• Vigentini, L., Mirriahi, N., & Kligyte, G. (2016). From reflective practitioner to active researcher: Towards a role for learning analytics in higher education scholarship. In M.J Spector, B.B. Lockee & M.D. Childress (eds.), Learning, Design, and Technology: An International Compendium of Theory. (pp. 1-29). Switzerland: Springer.