Chapter 4 References

ANU (n.d.)., accessed 14 May 2015.

Appleby, Y. and Pilkington, R. (2014). Developing Critical Professional Practice in Education. NIACE.

Ball, S. (2008). The Education Debate. Bristol: Policy Press.

Barnett, R. (2008). ‘Critical professionalism in an age of supercomplexity’, in Cunningham, B. (2008) (Ed.), Exploring Professionalism. London: Bedford Way Papers, Institute of Education, 190–209.

BLASST (n.d.). Benchmarking Leadership and Advancement of Standards for Sessional Teaching,, downloaded 5 January 2015.

Bolden, R., Petrov, G. and Gosling, D. (2008). Developing Collective Leadership in Education. Centre for Leadership Studies, University of Exeter: LFHE.

Boud, D., Keogh, R. and Walker, D. (eds.) (1985). Reflection: Turning Experience into Learning. London: Kogan Page.

Brockbank, A. and McGill, I. (1998). Facilitating Reflective Learning in Higher Education. SRHE and Open University, Buckingham.

Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: JosseyBass.

Carauna, V. (2012). ‘Appreciatively inquiring into the internationalised curriculum – a model for CPD’. In Educational Developments 13(2): 11–17, SEDA.

Cashmore, A., Cane, C. and Cane, R. (2013). Rebalancing Promotion in the HE Sector: Is Teaching Excellence Being Rewarded? York, UK: Higher Education Academy.

Centre for Research Informed Teaching (n.d.)., accessed 12 May 2015.

Courtney, S. (2014). Global Approaches to Developing Teaching Excellence Frameworks. UK: Higher Education Academy/Manchester Metropolitan University.

Cousin, G. (2009). Researching Learning in HE: An Introduction to Contemporary Methods and Approaches. Abingdon, UK: Routledge.

Eraut, M. (1994). Developing Professional Knowledge and Competence. Abingdon, UK: Falmer Press.

Eraut, M. (2004). ‘Informal learning in the workplace’, Studies in Continuing Education 26(2): 247–273.

Evans, L. (2008). ‘Professionalism, professionality and the development of education professionals’, British Journal of Educational Studies, 56(1): 28–38.

Gray, C. (2013). ‘Flexible accessible professional development: try bite-sized!’, Educational Developments, 14(4): 14–17, SEDA.

Grove, J. (2015, January 22). ‘Analysis: are EU students feeling the squeeze?’ Retrieved 12 May 2015 from

Gunn, V. and Fisk, A. (2013). Teaching Excellence 2007–2013: a literature review since the CHERI Report 2007. York, UK: Higher Education Academy.

Hall, J., and Peat, J. (2012). ‘Using students’ conversations about learning and teaching to surface troublesome knowledge about the HE classroom’, Educational Developments, 13(3): 15–17, SEDA.

Ho, A. (2000). ‘A conceptual change approach to staff development: a model for professional design’, International Journal of Academic Development, 5(1): 30–41.

Indiana University (2003). Course Portfolio Initiative in Peer Review of Teaching, Spring 2003, 2(1),, downloaded 12 December 2014.

Ingvarson, L. (2007). ‘Conceptualising and evaluating teacher quality: substantive and methodological issues’. Australian Council for Educational Research, downloaded from ACEReSearch, http:///, March 2015.

Kreber, C. (ed.) (2009). The University and its Disciplines: Teaching and Learning Within and Beyond Discipline Boundaries. Abingdon, UK: Routledge.

Kreber, C. (2013). Authenticity In and Through Teaching in HE: The Transformative Potential of the Scholarship of Teaching. Abingdon, UK: Routledge.

Laurillard, D. A. (1999). ‘Conversational framework for individual learning applied to the “Learning Organisation” and the “Learning Society”’, Systems Research and Behavioral Science System Research 16: 113–122.

Laycock, M. and Shrives, L. (eds.) (2009). SEDA Paper 123: Embedding CPD in HE. SEDA.

Lindkvist, L. (2005). ‘Knowledge communities and knowledge collectivities: a typology of knowledge work in groups’, Journal of Management Studies 42(6): 189–210.

Locke, W. (2014). Shifting Academic Careers: Implications for Enhancing Professionalism in Teaching and Supporting Learning. York, UK: Higher Education Academy.

Mårtensson, K., Roxå, T. and Olsson, T. (2011). ‘Developing a quality culture through the scholarship of T&L’, Higher Education Research and Development 30(1): 51–62.

Moon, J. A. (1999). Reflection in Learning and Professional Development: Theory and Practice. Abingdon, UK: RoutledgeFalmer.

Named Awards. (n.d.). Retrieved 12 May 2015 from

Norton, L. (2014). ‘Chapter 4: Pedagogical action research: Research and teaching intertwined’. In McEwen, L. and Mason O’Connor, K., SEDA Special 37: Developing Pedagogic Research in Higher Education, SEDA.

PedRIO (n.d.)., accessed 12 May 2015.

Peel, D. (2005). ‘Dual professionalism: facing the challenges of continuing professional development in the workplace?’, Reflective Practice 6(1): 123–140.

Peters, J. (2009). ‘What is the purpose of a CPD Framework’? Chapter 5. In Laycock, M. and Shrives, L. (eds.), Embedding CPD in HE. SEDA Paper 23, 45–50.

Pilkington, R. (2007). SEDA Special 21: SEDA PDF as a tool for structuring and supporting CPD. SEDA.

Pilkington, R. (2013). ‘Professional dialogues: exploring an alternative means of assessing the professional learning of experienced HE academics’, International Journal of Academic Development, 18(3): 251–263.

Robson, J. (2006). Teacher Professionalism in Further and Higher Education: Challenges to Culture and Practice. Abingdon, UK: Routledge.

Sachs, J. (2001). ‘Teacher professional identity: competing discourses, competing outcomes’, Journal of Educational Policy, 16(2): 149–16.

Shulman, L. S. (1987). ‘Knowledge and teaching: foundations of the new reform’, Harvard Education Review 57(1): 1–22.

Skelton, A. (2005). Understanding Teaching Excellence in Higher Education: Towards a Critical Approach. Abingdon: Routledge.

Skelton, A. (2007) (Ed.). International Perspectives on Teaching Excellence in Higher Education. Abingdon: Routledge.

Stefani, L. (2011). ‘How does academic development make a difference in the twenty-first century university?’, Educational Developments 12(3):1–5, SEDA.

Turner, R., Schoenborn, P. and Wyness, L. (2013). ‘Evaluation of a university teaching fellowship scheme as a tool to promote PR and development’, Educational Developments 14(2): 5–9, SEDA.

Wenger, E. (2008). Communities of Practice: Learning, Meaning and Identity. CUP.

York University (n.d.)., accessed 3 March 2015


A member of the International Consortium for Educational Development
Registered charity no. 1089537
Registered company no. 3709481