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Professor Tony Harland

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

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

About Tony

Photo of Tony Harland for 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

HEDU503 - Research 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
  • Maree Steel - PhD: The teaching experiences of medical interns in a period of transition

Past Students

  • Rachel Tan (2019) The impact of globalisation on an emerging research university in a developing country
  • Raewyn Lesa (2019) Simulated learning environments and the development of clinical judgment in undergraduate nursing students
  • Farhana Abu Bakar (2018) The use of humour in teaching and learning in higher education
  • Wee Chun Tan (2018) The oral examination
  • Sharon Sharmini (2015) Examining a thesis by publication
  • Joanna Joseph (2014) Critical Pedagogy in English language teaching
  • Rob Wass (2012) Critical thinking in higher education
  • Jessie Jansen (2011) Enhancing research capability in a clinical setting
  • Althea Blakey (2011) Critical thinking in clinical teaching
  • Maree Steel (2009) Portfolios in clinical education: multiple spaces for learning
  • Sherry Lilley (2007) Experiences of mentoring in primary health care settings

 Image of Tony's 1st book for profile   Image of Tony's 2nd book for profile   Image of Tony's 3rd book for profile   Image of Tony's 4th book for his profile    

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Publications

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

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

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

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

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

Authored Book - Research

Daniel, B. K., & Harland, T. (2018). Higher education research methodology: A step-by-step guide to the research process. London, UK: Routledge, 154p.

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.

Harland, T. (2016). Deliberate subversion of time: Slow scholarship and learning through research. In F. Trede & C. McEwen (Eds.), Educating the deliberate professional: Preparing for future practices. (pp. 175-188). Springer. doi: 10.1007/978-3-319-32958-1_12

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., & 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. (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

Wald, N., & Harland, T. (2019). Graduate attributes frameworks or powerful knowledge? Journal of Higher Education Policy & Management, 41(4), 361-374. doi: 10.1080/1360080X.2019.1613310

Joseph Jeyaraj, J., & Harland, T. (2019). Linking critical pedagogy practice to higher education in Malaysia: Insights from English language teachers. Asia Pacific Journal of Education, 39(1), 1-13. doi: 10.1080/02188791.2019.1572590

Wass, R., Timmermans, J., Harland, T., & McLean, A. (2018). Annoyance and frustration: Emotional responses to being assessed in higher education. Active Learning in Higher Education. Advance online publication. doi: 10.1177/1469787418762462

Wald, N., & Harland, T. (2018). Rethinking the teaching roles and assessment responsibilities of student teaching assistants. Journal of Further & Higher Education. Advance online publication. doi: 10.1080/0309877X.2018.1499883

Harland, T., & Wald, N. (2018). Curriculum, teaching and powerful knowledge. Higher Education, 76(4), 615-628. doi: 10.1007/s10734-017-0228-8

Harland, T., & Wald, N. (2018). Vanilla teaching as a rationale choice: The impact of research and compliance on teacher development. Teaching in Higher Education, 23(4), 419-434. doi: 10.1080/13562517.2017.1395408

Wald, N., & Harland, T. (2017). A framework for authenticity in designing a research-based curriculum. Teaching in Higher Education, 22(7), 751-765. doi: 10.1080/13562517.2017.1289509

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

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

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

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

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

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

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

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.

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

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.

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

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

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

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

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

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.

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

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

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

More publications...