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Professor Tony Harland

BSc(Hons) (Newcastle), PGCE (Strathclyde), MPhil (Newcastle), PhD (Glasgow)

Head of Department

Email: tony.harland@otago.ac.nz
Phone: +64 3 479 8136

About Tony

Tony H ProfileTony studies the purposes of a university education. Recent projects have looked at the ways in which higher education is valued, how teaching values form an important part of a student’s education, what critical theory has to offer our thinking about university work and its relationship to society, and how students learn through doing research. Tony teaches qualitative research methods and other topics such as learning theory, leadership and peer review.

Teaching

HEDU504 - Academic Leadership in Higher Education
HEDU510 - Special Topic
HEDU590 - Research Dissertation
ECOL212 - Ecological Applications
ECOL313 - Ecology Field Course

Teaching at Tautuku
Teaching at Tautuku

Supervision

Prospective PhD Students:

I am happy to consider proposals from suitable candidates from any discipline to work in the fields of policy and practice in higher education.

For scholarship information see the University of Otago website

Apply for Postgraduate study with Higher Education Development

Kaikoura
Uplift at Kaikoura

Current Students

  • Krishneel Reddy - PhD: Using student peer review to enhance student's learning experience in higher education
  • Wee Chun Tan – PhD: The oral examination
  • Maree Steel - PhD: The teaching experiences of medical interns in a period of transition
  • Raewyn Lesa - PhD: Simulated learning environments and the development of clinical judgment in undergraduate nursing students
  • Rachel Tan - PhD: The impact of globalisation on an emerging research university in a developing country            
  • Farhana Abu Bakar - PhD: The use of humour in teaching and learning in higher education

Past Students

  • Sherry Lilley (2007) Experiences of mentoring in primary health care settings
  • Maree Steel (2009) Portfolios in clinical education: multiple spaces for learning
  • Althea Blakey (2011) Critical thinking in clinical teaching
  • Jessie Jansen (2011) Enhancing research capability in a clinical setting
  • Rob Wass (2012) Critical thinking in higher education
  • Joanna Joseph (2014) Critical Pedagogy in English language teaching
  • Sharon Sharmini (2015) – PhD Examining a thesis by publication

Tony Book 2             Tony Book 1

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Publications

Harland, T. (2017). The contemporary research university and the contest for deliberative space. In B. K. Daniel (Ed.), Big data and learning analytics in higher education: Current theory and practice. (pp. 73-86). Cham, Switzerland: Springer International. doi: 10.1007/978-3-319-06520-5_6

Harland, T., Wald, N., & Randhawa, H. (2017). Student peer review: Enhancing formative feedback with a rebuttal. Assessment & Evaluation in Higher Education, 42(5), 801-811. doi: 10.1080/02602938.2016.1194368

Wald, N., & Harland, T. (2017). A framework for authenticity in designing a research-based curriculum. Teaching in Higher Education. Advance online publication. doi: 10.1080/13562517.2017.1289509

Janssen, J., Hale, L., Mirfin-Veitch, B., & Harland, T. (2016). Perceptions of physiotherapists towards research: A mixed methods study. Physiotherapy, 102, 210-216. doi: 10.1016/j.physio.2015.04.007

Harland, T. (2016). Teaching to enhance research. Higher Education Research & Development, 35(3), 461-472. doi: 10.1080/07294360.2015.1107876

Authored Book - Research

Harland, T. (2012). University teaching: An introductory guide. Abingdon, UK: Routledge, 136p.

Harland, T., & Pickering, N. (2011). Values in higher education teaching. London, UK: Routledge, 134p.

Harland, T. (1998). Stories about small-group teaching. A problem-based approach. VOlume 2: Students' reflections. Sheffield: University of Sheffield, 50p.

Harland, T. (1997). Stories about small-group teaching. A problem-based approach. Volume 1 Lecturers' reflections. Sheffield: University of Sheffield, 50p.

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Chapter in Book - Research

Harland, T. (2017). The contemporary research university and the contest for deliberative space. In B. K. Daniel (Ed.), Big data and learning analytics in higher education: Current theory and practice. (pp. 73-86). Cham, Switzerland: Springer International. doi: 10.1007/978-3-319-06520-5_6

Harland, T., & Scaife, J. (2010). Academic apprenticeship. In T. Kerry (Ed.), Meeting the challenges of change in postgraduate education. (pp. 179-188). London: Continuum International.

Harland, T. (2010). Educating the doctoral student: Don't forget the teaching. In M. Walker & P. Thomson (Eds.), The Routledge doctoral supervisor's companion: Supporting effective research in education and the social sciences. (pp. 292-299). Abingdon, UK: Routledge.

Harland, T. (2009). The university, neoliberal reform and the liberal educational ideal. In M. Tight, K. H. Mok, J. Huisman & C. C. Morphew (Eds.), The Routledge International Handbook of Higher Education. (pp. 511-523). New York: Routledge.

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Journal - Research Article

Harland, T., Wald, N., & Randhawa, H. (2017). Student peer review: Enhancing formative feedback with a rebuttal. Assessment & Evaluation in Higher Education, 42(5), 801-811. doi: 10.1080/02602938.2016.1194368

Wald, N., & Harland, T. (2017). A framework for authenticity in designing a research-based curriculum. Teaching in Higher Education. Advance online publication. doi: 10.1080/13562517.2017.1289509

Janssen, J., Hale, L., Mirfin-Veitch, B., & Harland, T. (2016). Perceptions of physiotherapists towards research: A mixed methods study. Physiotherapy, 102, 210-216. doi: 10.1016/j.physio.2015.04.007

Harland, T. (2016). Teaching to enhance research. Higher Education Research & Development, 35(3), 461-472. doi: 10.1080/07294360.2015.1107876

Joseph Jeyaraj, J., & Harland, T. (2016). Teaching with critical pedagogy in ELT: The problems of indoctrination and risk. Pedagogy, Culture & Society, 24(4), 587-598. doi: 10.1080/14681366.2016.1196722

Harland, T., McLean, A., Wass, R., Miller, E., & Sim, K. N. (2015). An assessment arms race and its fallout: High-stakes grading and the case for slow scholarship. Assessment & Evaluation in Higher Education, 40(4), 528-541. doi: 10.1080/02602938.2014.931927

Wass, R., Harland, T., McLean, A., Miller, E., & Sim, K. N. (2015). ‘Will press lever for food’: Behavioural conditioning of students through frequent high-stakes assessment. Higher Education Research & Development, 34(6), 1324-1326. doi: 10.1080/07294360.2015.1052351

Sharmini, S., Spronken-Smith, R., Golding, C., & Harland, T. (2015). Assessing the doctoral thesis when it includes published work. Assessment & Evaluation in Higher Education, 40(1), 89-102. doi: 10.1080/02602938.2014.888535

Harland, T. (2014). Learning about case study methodology to research higher education. Higher Education Research & Development, 33(6), 1113-1122. doi: 10.1080/07294360.2014.911253

Blakey, A., Harland, T., & Kieser, J. (2014). Critical thinking, critical action and critical being in health science tutorials. Focus on Health Professional Education, 15(3), 22-31.

Harland, T., Hussain, R. M. R., & Bakar, A. A. (2014). The scholarship of teaching and learning: Challenges for Malaysian academics. Teaching in Higher Education, 19(1), 38-48. doi: 10.1080/13562517.2013.827654

Joseph Jeyaraj, J., & Harland, T. (2014). Transforming teaching and learning in ELT through critical pedagogy: An international study. Journal of Transformative Education, 12(4), 343-355. doi: 10.1177/1541344614550042

Janssen, J., Hale, L., Mirfin-Veitch, B. F., & Harland, T. (2013). Building the research capacity of clinical physical therapists using a participatory action research approach. Physical Therapy, 93(7), 923-934. doi: 10.2522/ptj.20120030

Harland, T. (2012). Higher education as an open-access discipline. Higher Education Research & Development, 31(5), 703-710. doi: 10.1080/07294360.2012.689275

Sole, G., Claydon, L., Hendrick, P., Hagberg, J., Jonsson, J., & Harland, T. (2012). Employers' perspectives of competencies and attributes of physiotherapy graduates: An exploratory qualitative study. New Zealand Journal of Physiotherapy, 40(3), 123-127.

Shephard, K., Harland, T., Stein, S., & Tidswell, T. (2011). Preparing an application for a higher-education teaching-excellence award: Whose foot fits Cinderella's shoe? Journal of Higher Education Policy & Management, 33(1), 47-56. doi: 10.1080/1360080X.2011.537011

Wass, R., Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 317-328. doi: 10.1080/07294360.2010.489237

Spronken-Smith, R. A., Walker, R., Dickinson, K. J. M., Closs, G. P., Lord, J. M., & Harland, T. (2011). Redesigning a curriculum for inquiry: An ecology case study. Instructional Science, 39(5), 721-735. doi: 10.1007/s11251-010-9150-5

Harland, T., Tidswell, T., Everett, D., Hale, L., & Pickering, N. (2010). Neoliberalism and the academic as critic and conscience of society. Teaching in Higher Education, 15(1), 85-96. doi: 10.1080/13562510903487917

Harland, T. (2010). Practitioner action research for studying higher education and improving the quality of teaching. Malaysian Journal of Learning & Instruction, 7, 1-14.

Spronken-Smith, R., & Harland, T. (2009). Learning to teach with problem-based learning. Active Learning in Higher Education, 10(2), 138-153. doi: 10.1177/1469787409104787

Harland, T. (2009). People who study higher education. Teaching in Higher Education, 14(5), 579-582. doi: 10.1080/13562510903186824

Harland, T., & Staniforth, D. (2008). A family of strangers: The fragmented nature of academic development. Teaching in Higher Education, 13(6), 669-678. doi: 10.1080/13562510802452392

Hussain, R. M. R., Mamat, W. H. W., Salleh, N., Saat, R. M., & Harland, T. (2007). Problem-based learning in Asian universities. Studies in Higher Education, 32(6), 761-772. doi: 10.1080/03075070701685171

Staniforth, D., & Harland, T. (2006). Contrasting views of induction: The experiences of new academic staff and their heads of department. Active Learning in Higher Education, 7(2), 185-196.

Harland, T., Spronken-Smith, R. A., Dickinson, K. J. M., & Pickering, N. (2006). Out of the ordinary: Recapturing the liberal traditions of a university education through field courses. Teaching in Higher Education, 11(1), 93-106.

Harland, T., Kieser, J., & Meldrum, A. (2006). Cultural fragmentation of knowledge in clinical teaching. Teaching in Higher Education, 11(2), 149-160.

Harland, T. (2005). Developing a portfolio to promote authentic enquiry in teacher education. Teaching in Higher Education, 10(3), 327-337.

Kieser, J., Herbison, P., & Harland, T. (2005). The influence of context on students' approaches to learning: A case study. European Journal of Dental Education, 9, 150-156.

Harland, T., & Plangger, G. (2004). The postgraduate chameleon: Changing roles in doctoral education. Active Learning in Higher Education, 5(1), 73-86.

Staniforth, D., & Harland, T. (2003). Reflection on practice: Collaborative action research for new academics. Educational Action Research, 11(1), 79-91.

Harland, T., & Staniforth, D. (2003). Academic development as academic work. International Journal for Academic Development, 8(1/2), 25-35.

Harland, T. (2003). Vygotsky's zone of proximal development and problem-based learning: Linking a theoretical concept with practice through action research. Teaching in Higher Education, 8(2), 263-272.

Harland, T. (2002). Zoology students' experiences of collaborative enquiry in problem-based learning. Teaching in Higher Education, 7(1), 3-15. doi: 10.1080/13562510120100355

Harland, T. (2001). Pre-service teacher education for university lecturers: The academic apprentice. Journal of Education for Teaching, 27(3), 269-276.

Harland, T., & Staniforth, D. (2000). Action research: A culturally acceptable path to professional learning for university teachers? Educational Action Research, (8), 501-516. doi: 10.1080/09650790000200130

Staniforth, D., & Harland, T. (1999). The work of an academic: Jack of all trades or master of one? International Journal for Academic Development, 4(2), 142-149.

Harland, T. (1998). Moving towards problem-based learning. Teaching in Higher Education, 3(2), 219-230. doi: 10.1080/1356215980030207

Harland, T., & Davies, P. (1997). Design and implementation of a structured course in science cummonication for traditional small-group tutorials. Innovations in Education & Training International, 34(3), 226-232.

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Journal - Research Other

Harland, T., Pickering, N., & Anderson, L. (2012). Valuing teaching and teaching values. Journal of Primary Health Care, 4(4), 346-348.

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Conference Contribution - Published proceedings: Full paper

Harland, T., & Davies, P. (1997). Stimulation of respiration and photosynthesis by light in the symbiotic anemone Anemonia viridis (Forskål, 1775) (Anthozoa: Actinaria). Proccedings of the 6th International COnference on Coelenterate Biology. (pp. 232-238). [Full Paper]

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Conference Contribution - Published proceedings: Abstract

Tan, R. S.-E., Harland, T., & Daniel, B. (2016). The impact of globalisation on a new university in a developing country. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://herdsa.org.nz/ternz/2016

More publications...