Professor Clinton Golding, Our people, Higher Education Development Centre, University of Otago, New Zealand

Clinton Golding MA(Hons) (Auckland), DipProfEthics (Auckland), PhD (Melbourne)

About Clinton

I offer support and development for teachers and supervisors, especially for planning, evaluating and improving teaching, and teaching awards. I also offer support for postgraduate thesis students, with a special focus on structure, critical thinking, interdisciplinary research, engaging with the literature, productive writing, and planning for academic careers.

I have taught in a range of tertiary faculties including Medicine, Business, Education, Arts and Land & Environments (which includes Engineering and Architecture). Based on my expertise as an educator and facilitator, I have won several local, national and international teaching awards in Australia and New Zealand, and have been invited to develop numerous partnerships and consultancies in Australia, New Zealand and Singapore with educational, corporate, cultural and government organisations, especially in the areas of thinking, ethics and leadership.

Prior to my 2011 appointment to HEDC at the University of Otago, I was a senior lecturer at the University of Melbourne, Graduate School of Education from 2004-2010.

Go to my website clintongolding.com for a list of all my publications, including downloadable articles and chapters and videos of some of my presentations. You can also read my blog 'Thinking about Teaching'.

Teaching

Postgraduate workshops and consultations

Thesis writing, Engaging with the literature, The research journey, Structuring a thesis, Critical thinking, Examiner practices: What thesis students need to know; and Preparing for academic careers.

Staff workshops and consultations

Reinvigorating your teaching; Planning your teaching; Cultivating thinking and clinical reasoning; Inquiry learning; Assessing thinking; Quality supervision.

Teaching awards

2016 University of Otago Award for Excellence in Teaching
2011 Australian Teaching Excellence Award
2011 University of Melbourne Citation for outstanding contributions to building Graduate Attributes: Building knowledge across disciplines
2010 Australian citation for outstanding contribution to student learning
2009 University of Melbourne Barbara Falk Teaching Excellence Award
2008 Melbourne Graduate School of Education, Teaching Excellence Award

Research interests

My research takes a philosophical interdisciplinary approach to issues of teaching, learning and research. My research specialisms include education for thinking, educational theory and philosophy of education, teaching and learning methods, philosophical education, teacher support and development, and the nature of disciplinary and interdisciplinary teaching and research. See my publications for more specific examples.

Supervision

I welcome proposals from suitable candidates from any discipline and who are interested in educational theory or who want to research education for thinking - for example, clinical reasoning, thinking like a teacher, inquiry or critical thinking. I am also open to supervise postgraduates in any area related to my research interests.

Current students

Joy Rudland – PhD, Eustress in Medical Education

Past students

Salmah Kassim – PhD (2020), The impact of international experiences on women's career development
Stu Hayes – PhD (2020), Tourism Education
Rachel Tan – PhD (2019), The impact of globalisation on an emerging research university in a developing country
Kim Brown – PhD (2018), Peer learning for postgraduate research students
Mary Furnari – PhD (2018) Reflecting on culture in medicine: Second-year medical students' online discussions
Swee Kin Loke – PhD (2018) Explaining how students can learn the dispositional components of physical world action by performing virtual world actions
Rebecca McDiarmid – MHEd (2016) Exploring the development of reflective writing in student nurses
Rebecca Fraser – MClinEd (2016) Teaching Psychiatric formulation: Making explicit the clinical reasoning used by psychiatrists
Althea (Alfie) Blakey – PhD (2016) Cultivating student thinking and values in medical education: What teachers do, how they do it, and who they are
Sharon Sharmini – PhD (2015) Assessing publication-based theses
Lai Kuen Chong – PhD (2013) How Are Teachers’ Pedagogic Practices and Students’ Learning Influenced by What They Know about Teaching for Metacognition?
Barbara Munro – MEd (2012) Developing thinkers in English for Academic Purposes
Paul Nugent – MEd (2009) Interpreting Thinking Routines
Selena Prior – MEd (2008) Multidimensional Thinking
Augustine Goh – MEd (2005) The role of critical thinking in social studies assessment
Cynthia Lim – MEd (2005) Teaching for Transfer in a Thinking Curriculum: perspectives of legal educators

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Publications

Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2020). Photovoice as a research method for higher education research. Higher Education Research & Development, 39(4), 834-850. doi: 10.1080/07294360.2019.1692791

Hayes, S., Tucker, H., & Golding, C. (2020). Exploring ‘deep learning’ during an international tourism field school. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100229. doi: 10.1016/j.jhlste.2019.100229

Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40-45. doi: 10.1111/medu.13830

Anderson, V., Rabello, R., Wass, R., Golding, C., Rangi, A., Eteuati, E., Bristowe, Z., & Waller, A. (2020). Good teaching as care in higher education. Higher Education, 79, 1-19. doi: 10.1007/s10734-019-00392-6

Wald, N., & Golding, C. (2020). Why be a head of department? Exploring the positive aspects and benefits. Studies in Higher Education, 45(11), 2121-2131. doi: 10.1080/03075079.2019.1578736

Golding, C. (2009). Integrating the disciplines: Successful interdisciplinary subjects. Melbourne, Australia: Centre for the Study of Higher Education, University of Melbourne, 26p.

Authored Book - Research

Golding, C. (2006). Thinking with rich concepts. Melbourne, Australia: Hawker Brownlow Education, 80p.

Authored Book - Research

Golding, C. (2019). Connecting concepts and developing thinking classrooms. In G. Burgh & S. Thornton (Eds.), Philosophical inquiry with children: The development of an inquiring society in Australia. (pp. 131-141). London, UK: Routledge. doi: 10.4324/9780429431821

Chapter in Book - Research

Golding, C., Wilkinson, T., & Gamble Blakey, A. (2018). Cultivating critical thinkers. In C. Delany & E. Molloy (Eds.), Learning and teaching in clinical contexts: A practical guide. (1st ed.) (pp. 29-44). Sydney, Australia: Elsevier.

Chapter in Book - Research

Golding, C. (2017). Getting better ideas: A framework for understanding epistemic philosophical progress in Philosophy for Children. In M. R. Gregory, J. Haynes & K. Murris (Eds.), The Routledge international handbook of philosophy for children. (pp. 65-73). Abingdon, UK: Routledge.

Chapter in Book - Research

Golding, C. (2017). Reasonableness instead of rationality. In S. Naji & R. Hashim (Eds.), History, theory and practice of philosophy for children: International perspectives. (pp. 102-106). Abingdon, UK: Routledge. doi: 10.4324/9781315208732

Chapter in Book - Research

Golding, C. (2012). An interdisciplinary approach. In H. Bender (Ed.), Reshaping environments: An interdisciplinary approach to sustainability in a complex world. (pp. 256-274). New York, NY: Cambridge University Press.

Chapter in Book - Research

Golding, C., & Baik, C. (2012). Interdisciplinary assessment. In L. Clouder, C. Broughan, S. Jewell & G. Steventon (Eds.), Improving student engagement and development through assessment: Theory and practice in higher education. (pp. 138-149). Abingdon, UK: Routledge.

Chapter in Book - Research

Golding, C. (2010). What philosophical practices are conducive for philosophy education for democracy? In D. R. J. Macer & S. Saad-Zoy (Eds.), Asian-Arab philosophical dialogues on globalization, democracy and human rights. (pp. 93-106). Bangkok, Thailand: UNESCO.

Chapter in Book - Research

Golding, C. (2008). Philosophical questions: Their nature and function. In C. Tan (Ed.), Philosophical reflections for educators. (pp. 193-201). Singapore: Cengage Learning Asia.

Chapter in Book - Research

Golding, C. (2007). Lynne Hinton: Leadership as inquiry. In P. Duignan & D. Gurr (Eds.), Leading Australia's schools. (pp. 5-12). Winmalee, Australia: Australian Council for Educational Leaders.

Chapter in Book - Research

Golding, C. (2005). Creating a thinking school. In S. Wilks (Ed.), Designing a thinking curriculum. (Revised ed.) (pp. 29-41). Melbourne, Australia: ACER Press.

Chapter in Book - Research

Journal - Research Article

Rudland, J. R., Golding, C., & Wilkinson, T. J. (2020). The stress paradox: How stress can be good for learning. Medical Education, 54(1), 40-45. doi: 10.1111/medu.13830

Journal - Research Article

Wald, N., & Golding, C. (2020). Why be a head of department? Exploring the positive aspects and benefits. Studies in Higher Education, 45(11), 2121-2131. doi: 10.1080/03075079.2019.1578736

Journal - Research Article

Golding, C. (2019). Discerning student thinking: A practical theoretical framework for recognising or informally assessing different ways of thinking. Teaching in Higher Education, 24(4), 478-492. doi: 10.1080/13562517.2018.1491024

Journal - Research Article

Rudland, J. R., Golding, C., Jaye, C., Tweed, M., & Wilkinson, T. J. (2019). Student belief about the value of challenge. Clinical Teacher, 16(4), 390-394. doi: 10.1111/tct.13081

Journal - Research Article

Scott, C. A., McLean, A., & Golding, C. (2019). How peer mentoring fosters graduate attributes. Journal of Peer Learning, 12(1), 29-44. Retrieved from https://ro.uow.edu.au/ajpl/vol12/iss1/3

Journal - Research Article

Sole, G., Skinner, M., Hale, L., & Golding, C. (2019). Developing a framework for teaching clinical reasoning skills to undergraduate physiotherapy students: A Delphi study. New Zealand Journal of Physiotherapy, 47(1), 49-58. doi: 10.15619/NZJP/47.1.06

Journal - Research Article

Gamble Blakey, A., & Golding, C. (2018). ‘Of course they’re bloody scared!’ Managing medical student fear to better cultivate thinking. Medical Science Educator, 28(1), 165-173. doi: 10.1007/s40670-017-0524-z

Journal - Research Article

Golding, C. (2018). Thinking together with Philip Cam: Theories for practitioners and assessing thinking. Journal of Philosophy in Schools, 5(2), 17-34.

Journal - Research Article

Golding, C. (2017). Advice for writing a thesis (based on what examiners do). Open Review of Educational Research, 4(1), 46-60. doi: 10.1080/23265507.2017.1300862

Journal - Research Article

Golding, C. (2017). For example? A philosophical case study of some problems when abstract educational theory ignores concrete practice. Journal of Philosophy of Education, 51(2), 476-490. doi: 10.1111/1467-9752.12236

Journal - Research Article

Golding, C., & Adam, L. (2016). Evaluate to improve: Useful approaches to student evaluation. Assessment & Evaluation in Higher Education, 41(1), 1-14. doi: 10.1080/02602938.2014.976810

Journal - Research Article

Loke, S.-K., & Golding, C. (2016). How to do things with mouse clicks: Applying Austin’s speech act theory to explain learning in virtual worlds. Educational Philosophy & Theory, 48(11), 1168-1180. doi: 10.1080/00131857.2016.1138394

Journal - Research Article

Moskal, A. C. M., Stein, S. J., & Golding, C. (2016). Can you increase teacher engagement with evaluation simply by improving the evaluation system? Assessment & Evaluation in Higher Education, 41(2), 286-300. doi: 10.1080/02602938.2015.1007838

Journal - Research Article

Golding, C. (2015). The Community of Inquiry: Blending philosophical and empirical research. Studies in Philosophy & Education, 34(2), 205-216. doi: 10.1007/s11217-014-9420-9

Journal - Research Article

Golding, C., Adam, L., Scott, C., Acheson, C., Johnson, K., Brook, P., McLean, A., Smith, N., … Hunter, C., & Kumar, V. (2015). Fix, build, diagnose or guide? Evaluating the metaphors for learning advisors. ATLAANZ Journal, 1.

Journal - Research Article

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

Journal - Research Article

Delany, C., & Golding, C. (2014). Teaching clinical reasoning by making thinking visible: An action research project with allied health clinical educators. BMC Medical Education, 14(20). doi: 10.1186/1472-6920-14-20

Journal - Research Article

Golding, C. (2014). A handy account of philosophy in schools. Journal of Philosophy in Schools, 1(1), 68-88.

Journal - Research Article

Golding, C. (2014). The educational design of textbooks: A text for being interdisciplinary. Higher Education Research & Development, 33(5), 921-934. doi: 10.1080/07294360.2014.890573

Journal - Research Article

Golding, C., Sharmini, S., & Lazarovitch, A. (2014). What examiners do: What thesis students should know. Assessment & Evaluation in Higher Education, 39(5), 563-576. doi: 10.1080/02602938.2013.859230

Journal - Research Article

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, 19(6), 671-684. doi: 10.1080/13562517.2014.901958

Journal - Research Article

Delany, C., Golding, C., & Bialocerkowski, A. (2013). Teaching for thinking in clinical education: Making explicit the thinking involved in allied health clinical reasoning. Focus on Health Professional Education, 14(2), 44-56.

Journal - Research Article

Golding, C. (2013). The teacher as guide: A conception of the inquiry teacher. Educational Philosophy & Theory, 45(1), 91-110. doi: 10.1080/00131857.2012.715387

Journal - Research Article

Golding, C. (2013). We made progress: Collective epistemic progress in dialogue without consensus. Journal of Philosophy of Education, 47(3), 423-440. doi: 10.1111/1467-9752.12010

Journal - Research Article

Golding, C. (2012). Epistemic progress: A construct for understanding and evaluating inquiry. Educational Theory, 62(6), 677-693. doi: 10.1111/edth.12004

Journal - Research Article

Golding, C., Gurr, D., & Hinton, L. (2012). Leadership for creating a thinking school at Buranda State School. Leading & Managing, 18(1), 91-106.

Journal - Research Article

Golding, C. (2011). A conception of philosophical progress. Essays in Philosophy, 12(2), 200-223.

Journal - Research Article

Golding, C. (2011). Educating for critical thinking: Thought-encouraging questions in a community of inquiry. Higher Education Research & Development, 30(3), 357-370. doi: 10.1080/07294360.2010.499144

Journal - Research Article

Golding, C. (2011). The many faces of constructivist discussion. Educational Philosophy & Theory, 43(5), 467-483.

Journal - Research Article

Golding, C. (2010/2011). Positioning interdisciplinary graduate research (or, how to avoid painful misunderstandings with your supervisors and examiners). Traffic, 12, 17-37.

Journal - Research Article

Golding, C. (2009). Epistemic positions and Philosophy for Children. Farhang, (69), 83-115.

Journal - Research Article

Golding, C. (2009). Making sense. Educational Philosophy & Theory, 41(7), 814-817. doi: 10.1111/j.1469-5812.2009.00588.x

Journal - Research Article

Golding, C. (2009). “That's a better idea!”: Philosophical progress in Philosophy for Children. Childhood & Philosophy, 5(10), 223-269.

Journal - Research Article

Golding, C. (2007). Types of philosophical questions. Critical & Creative Thinking, 15(1), 36-48.

Journal - Research Article

Golding, C. (2006). What is Philosophy in Schools? Critical & Creative Thinking, 14(1), 1-19.

Journal - Research Article

More publications...