Tony 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 - Advanced Topics in Higher Education HEDU590 - Research Dissertation ECOL212 - Ecological Applications ECOL313 - Ecology Field Course
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
Maree Steel - PhD: The teaching experiences of medical interns in a period of transition
Past Students
Krishneel Reddy (2020) Using student peer review to enhance student's learning experience in higher education
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
Publications
Wald, N., Harland, T., & Daskon, C. (2024). Why we should rethink the method section in higher-education qualitative research. International Journal of Research & Method in Education, 47(1), 93-98. doi: 10.1080/1743727X.2023.2165642
Journal - Research Article
Wald, N., & Harland, T. (2024). Students as scholars and the scholarship of student learning. Teaching in Higher Education, 29(2), 422-453. doi: 10.1080/13562517.2021.1989583
Journal - Research Article
Wald, N., & Harland, T. (2023). Austerity and its impact on the university [Roundtable]. Proceedings of the Higher Education Research & Development Society of Australasia (HERDSA) Annual Conference. 181. Retrieved from https://conference.herdsa.org.au/2023/
Conference Contribution - Published proceedings: Abstract
Liu, Q., Wald, N., Daskon, C., & Harland, T. (2023). Multiple-choice questions (MCQs) for higher-order cognition: Perspectives of university teachers. Innovations in Education & Teaching International. Advance online publication. doi: 10.1080/14703297.2023.2222715
Journal - Research Article
Wald, N., Harland, T., & Daskon, C. (2023). The gap statement and justification in higher education research: an analysis of published articles. European Journal of Higher Education. Advance online publication. doi: 10.1080/21568235.2023.2189132
Journal - Research Article
Harland, T. (2022). Students as scholars and the scholarship of student learning. In E. Heinrich, A. Jolley & L. Rowan (Eds.), Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. (pp. 39). HERDSA Aotearoa/New Zealand. [Abstract]
Conference Contribution - Published proceedings: Abstract
Lesā, R. P., Daniel, B. K., & Harland, T. (2022). Student nurse experiences of learning from clinical practice and simulations in New Zealand: A descriptive qualitative study. Journal of Professional Nursing, 41, 58-64. doi: 10.1016/j.profnurs.2022.04.009
Journal - Research Article
Mori, Y., Harland, T., & Wald, N. (2022). Academic developers’ professional identity: A thematic review of the literature. International Journal for Academic Development, 27(4), 358-371. doi: 10.1080/1360144X.2021.2015690
Journal - Research Other
Wald, N., & Harland, T. (2022). Reconsidering Vygotsky’s ‘more capable peer’ in terms of both personal and knowledge outcomes. Teaching in Higher Education, 27(3), 417-423. doi: 10.1080/13562517.2021.2007474
Journal - Research Article
Joseph Jeyaraj, J., Wald, N., & Harland, T. (2021). Higher education teachers’ experiences of becoming research active: Striving for university status in the Global South. Asia Pacific Education Review, 22, 417-425. doi: 10.1007/s12564-021-09688-8
Journal - Research Article
Lesā, R., Daniel, B., & Harland, T. (2021). Learning with simulation: The experience of nursing students. Clinical Simulation in Nursing, 56, 57-65. doi: 10.1016/j.ecns.2021.02.009
Journal - Research Article
Wald, N., & Harland, T. (2021). Measuring changes in higher-order cognition through the assessment of complex knowledge over time. Assessment & Evaluation in Higher Education, 46(8), 1286-1299. doi: 10.1080/02602938.2020.1871467
Journal - Research Article
Tan, R. S.-E., Harland, T., & Daniel, B. (2021). The benefits and challenges of globalisation for the development of higher education teaching and research: A case study of an emerging University in East Africa. Journal of Asian & African Studies, 56(4), 905-918. doi: 10.1177/0021909620950359
Journal - Research Article
Reddy, K., Harland, T., Wass, R., & Wald, N. (2021). Student peer review as a process of knowledge creation through dialogue. Higher Education Research & Development, 40(4), 825-837. doi: 10.1080/07294360.2020.1781797
Journal - Research Article
Harland, T., & Wald, N. (2021). The assessment arms race and the evolution of a university’s assessment practices. Assessment & Evaluation in Higher Education, 46(1), 105-117. doi: 10.1080/02602938.2020.1745753
Journal - Research Article
Harland, T. (2020). University challenge: Critical issues for teaching and learning. Abingdon, UK: Routledge, 192p. doi: 10.4324/9781003008859
Authored Book - Research
Tan, R. S., Harland, T., & Daniel, B. K. (2020). The influence of digital globalisation on an East African university. International Journal of Education & Development using Information & Communication Technology, 16(2), 176-187.
Journal - Research Article
Wald, N., & Harland, T. (2020). Rethinking the teaching roles and assessment responsibilities of student teaching assistants. Journal of Further & Higher Education, 44(1), 43-53. doi: 10.1080/0309877X.2018.1499883
Journal - Research Article
Wass, R., Timmermans, J., Harland, T., & McLean, A. (2020). Annoyance and frustration: Emotional responses to being assessed in higher education. Active Learning in Higher Education, 21(3), 189-201. doi: 10.1177/1469787418762462
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
Journal - Research Article
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
Journal - Research Article
Harland, A. (2018, May). The assessment arms race and its fallout: The case for slow scholarship. Department of Languages & Cultures Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].
Other Research Output
Harland, T. (2018). Slow scholarship and integrated assessment. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz
Conference Contribution - Published proceedings: Abstract
Harland, T., & Wald, N. (2018). Forget graduate attributes; try powerful knowledge. HERDSA News, 40(2), 20-21.
Journal - Professional & Other Non-Research Articles
Harland, T. (2018, August). Teaching undergraduate students as researchers and the relationship to powerful knowledge. Department of Sociology, Gender, & Social Work, University of Otago, Dunedin, New Zealand. [Department Seminar].
Other Research Output
Harland, T., & Wald, N. (2018). Curriculum, teaching and powerful knowledge. Higher Education, 76(4), 615-628. doi: 10.1007/s10734-017-0228-8
Journal - Research Article
Daniel, B. K., & Harland, T. (2018). Higher education research methodology: A step-by-step guide to the research process. London, UK: Routledge, 154p.
Authored Book - Research
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
Journal - Research Article
Wald, N., & Harland, T. (2017). Examining the roles of students as sessional teachers in Higher Education. In E. Heinrich, C. Mariskind & I. Fuller (Eds.), Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. (pp. 94-95). Wellington, New Zealand: Research on Teaching and Learning Group, Massey University. [Abstract]
Conference Contribution - Published proceedings: Abstract
Harland, T. (2017). Curriculum, teaching and powerful knowledge. In E. Heinrich, C. Mariskind & I. Fuller (Eds.), Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. (pp. 45). Wellington, New Zealand: Research on Teaching and Learning Group, Massey University. [Abstract]
Conference Contribution - Published proceedings: Abstract
Kumar, V., Abu Bakar, F., & Harland, T. (2017, July). The use of humor in teaching and learning in higher education. Verbal presentation at the 15th International Conference on New Directions in the Humanities: New Directions of the Humanities in a Knowledge Society, London, UK.
Conference Contribution - Verbal presentation and other Conference outputs
Harland, T. (2017). Bruce Macfarlane: Freedom to learn: the threat to student academic freedom and why it needs to be reclaimed. Higher Education, 74(6), 1109-1112. doi: 10.1007/s10734-016-0089-6
Journal - Research Other
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
Journal - Research Article
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.
Chapter in Book - Research
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
Journal - Research Article
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
Chapter in Book - Research
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
Conference Contribution - Published proceedings: Abstract
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
Journal - Research Article
Harland, T. (2016). Teaching to enhance research. Higher Education Research & Development, 35(3), 461-472. doi: 10.1080/07294360.2015.1107876
Journal - Research Article
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
Journal - Research Article
Lesa, R., Daniel, B., & Harland, T. (2015, November). Clinical simulations in New Zealand undergraduate nursing programmes: Opportunities and challenges. Verbal presentation at the Australasian Nurse Educators Conference (ANEC): Co-creating the Future, Auckland, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Lesa, R., Daniel, B., & Harland, T. (2015). Clinical simulations: Students experiences of developing clinical judgment skills. BMJ Simulation & Technology Enhanced Learning, 1(Suppl. 2), (pp. A22-A23). doi: 10.1136/bmjstel-2015-000075.55
Conference Contribution - Published proceedings: Abstract
Abu Bakar, F., Kumar, V., & Harland, T. (2015). The use of humour in teaching and learning in higher education. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz/2015/
Conference Contribution - Published proceedings: Abstract
Harland, T. (2015). Bullshit and art of crap detection: Reflections on Postman. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz/2015/
Conference Contribution - Published proceedings: Abstract
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
Journal - Research Article
Janssen, J., Hale, L., Mirfin-Veitch, B., & Harland, T. (2015). Are physiotherapists ready to conduct research as part of their daily practice? Physiotherapy, 101(Suppl. 1), (pp. e670). doi: 10.1016/j.physio.2015.03.3510
Conference Contribution - Published proceedings: Abstract
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
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
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
Journal - Research Article
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.
Journal - Research Article
Harland, T. (2014, September). Slow scholarship and deliberate spaces for thinking and learning. University of Otago, Dunedin, New Zealand. [Inaugural Professorial Lecture].
Other Research Output
Harland, T. (2014). Why teach undergraduates as researchers? Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz/2014/
Conference Contribution - Published proceedings: Abstract
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
Journal - Research Article
Harland, T., McLean, A., Wass, R., Miller, E., & Sim, K. N. (2014). Contemporary assessment practices in university: Impact on teachers and students. AKO Aotearoa. 29p.
Working Paper; Discussion Paper; Technical Report
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
Journal - Research Article
Harland, T. (2013). Learning to research in higher education. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: The Place of Learning and Teaching. Retrieved from https://www.openconf.org/herdsa2013
Conference Contribution - Published proceedings: Abstract
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
Journal - Research Article
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.
Journal - Research Article
Harland, T. (2012). University teaching: An introductory guide. Abingdon, UK: Routledge, 136p.
Authored Book - Research
Harland, T., Pickering, N., & Anderson, L. (2012). Valuing teaching and teaching values. Journal of Primary Health Care, 4(4), 346-348.
Journal - Research Other
Harland, T. (2012). Higher education as an open-access discipline. Higher Education Research & Development, 31(5), 703-710. doi: 10.1080/07294360.2012.689275
Journal - Research Article
Janssen, J., Hale, L., Mirfin-Veitch, B., & Harland, T. (2012). Experiences of hospital based physiotherapists involved in conducting their own research project. New Zealand Journal of Physiotherapy, 40(1), (pp. 33). [Abstract]
Conference Contribution - Published proceedings: Abstract
Janssen, J., Hale, L., Mirfin-Veitch, B., & Harland, T. (2011). Stimulating research involvement in clinical physiotherapists. Physiotherapy, 97(Suppl. 1), (pp. eS549-eS550). doi: 10.1016/j.physio.2011.04.002
Conference Contribution - Published proceedings: Abstract
Peseta, T., Grant, B., Stefani, L., Manathunga, C., McLean, J., Brew, A., … Harland, T. (2011). Is content a dirty word? A discussion on knowledge, research and professional development in academic development [Symposia discussion]. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Higher Education on the Edge. Retrieved from http://conference.herdsa.org.au/2011/smposia.html
Conference Contribution - Published proceedings: Abstract
Blakey, A., Harland, T., & Kieser, J. (2011). Experience of critical thinking, critical action and critical being in health science tutorials. New Zealand Dental Journal, 107(4), (pp. 135). [Abstract]
Conference Contribution - Published proceedings: Abstract
Janssen, J., Hale, L., Mirfin-Veitch, B., & Harland, A. (2011, November). Experiences of hospital based physiotherapists involved in conducting their own research project. Verbal presentation at the Southern Physiotherapy Symposium 6, Queenstown, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Harland, T., & Wass, R. (2011). Summative assessment in a modular degree: No choice in teaching, no freedom to learn. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/Ternz/2011/programme.html
Conference Contribution - Published proceedings: Abstract
Wass, R., & Harland, T. (2011). Student experiences of critical thinking development. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Higher Education on the Edge. Retrieved from http://conference.herdsa.org.au/2011/
Conference Contribution - Published proceedings: Abstract
Shephard, K., Harland, T., & Cohen, A. (Eds.). (2011). Proceedings of the Spotlight on Teaching and Learning Colloquium. Dunedin, New Zealand: HEDC, University of Otago. 72p.
Conference Contribution - Edited volume of conference proceedings
Harland, T., Reid, K., Rogers, S., & Squire, V. (2011, August). Higher Education: The bigger picture. Panel discussion at the Spotlight on Teaching and Learning Colloquium, Dunedin, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
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
Journal - Research Article
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
Journal - Research Article
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
Journal - Research Article
Harland, T., & Pickering, N. (2011). Values in higher education teaching. London, UK: Routledge, 134p.
Authored Book - Research
Harland, T. (2010). Case study methods for research in higher education. Proceedings of the Society for Research into Higher Education (SRHE) Annual Conference. Retrieved from http://www.srhe.ac.uk/conference2010/
Conference Contribution - Published proceedings: Abstract
Harland, T. (2010). Practitioner action research for studying higher education and improving the quality of teaching. Malaysian Journal of Learning & Instructions, 7, 1-14.
Journal - Research Article
Shephard, K., Harland, T., Stein, S., & Tidswell, T. (2010). Higher-education teaching-excellence awards: What do they reward and what do they encourage? Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. (pp. 51-52). Retrieved from http://www.herdsa.org.nz/Ternz/2010/programme.html
Conference Contribution - Published proceedings: Abstract
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.
Chapter in Book - Research
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.
Chapter in Book - Research
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
Journal - Research Article
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.
Chapter in Book - Research
Harland, T. (2009). Analysing interview transcripts. Proceedings of the Tertiary Education Research in New Zealand Conference. Retrieved from http://www.herdsa.org.nz/file.php/5/Harland.htm
Conference Contribution - Published proceedings: Abstract
Wass, R., Mercer, A., & Harland, T. (2009). The scaffold: A framework to support or suspend learning? Proceedings of the Tertiary Education Research in New Zealand Conference. Retrieved from http://www.herdsa.org.nz/file.php/5/Wass.htm
Conference Contribution - Published proceedings: Abstract
Tidswell, T., Shephard, K., Harland, T., & Stein, S. (2009). National Teaching Awards: Do they make better teachers? Proceedings of the Tertiary Education Research in New Zealand Conference. Retrieved from http://www.herdsa.org.nz/file.php/5/Tidswell.htm
Conference Contribution - Published proceedings: Abstract
Harland, T. (2009). People who study higher education. Teaching in Higher Education, 14(5), 579-582. doi: 10.1080/13562510903186824
Journal - Research Article
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
Journal - Research Article
Harland, T., & Scaife, J. (2008). Twelve years of the academic apprentice. Proceedings of the Society for Research into Higher Education (SRHE) Annual Conference: Valuing Higher Education. Retrieved from http://www.srhe.ac.uk/conference2008/
Conference Contribution - Published proceedings: Abstract
Meldrum, A. M., Kieser, J. A., & Harland, T. (2008). Welding knowledge. Proceedings of the Faculty of Dentistry 3M Research Day. Retrieved from http://dentistry.otago.ac.nz/research/rd2008/presentations.html
Conference Contribution - Published proceedings: Abstract
Harland, T. (2008). The critical project of problem-based learning: Experiences in Asian universities. Proceedings of the Faculty of Dentistry 3M Research Day. Retrieved from http://dentistry.otago.ac.nz/research/rd2008/presentations.html
Conference Contribution - Published proceedings: Abstract
Wass, R., & Harland, T. (2008). Vygotsky and the development of critical thinking. In C. Bond & R. Spronken-Smith (Eds.), Proceedings of the Spotlight on Teaching at Otago Conference. (pp. 44). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]
Conference Contribution - Published proceedings: Abstract
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
Journal - Research Article
Harland, T., & Hussain, M. (2007, July). The teacher, the student and the idea of critical thought. Verbal presentation at the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Enhancing Higher Education, Theory and Scholarship, Adelaide, Australia.
Conference Contribution - Verbal presentation and other Conference outputs
Wass, R., & Harland, T. (2007). The Vygotskian puzzles. Proceedings of the Tertiary Education Research in New Zealand Conference. Retrieved from http://www.herdsa.org.nz/Ternz/2007/TERNZprog07_web.htm
Conference Contribution - Published proceedings: Abstract
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
Journal - Research Article
Wass, R., Mercer, A., & Harland, T. (2006). Learning in the zone. Proceedings of the Improving University Teaching 31st International Conference. IUT. Retrieved from http://www.iutconference.org/2006/sessionVI.htm
Conference Contribution - Published proceedings: Abstract
Wass, R., & Harland, T. (2006). Is there any knowledge out there? Painting the perfect student. Proceedings of the Tertiary Education Research in New Zealand Conference. TERNZ. Retrieved from http://www.herdsa.org.nz/Ternz/2006/Rob.pdf
Conference Contribution - Published proceedings: Abstract
Harland, T. (2006). Double gazing: Ontology and compliance in qualitative research. Proceedings of the Tertiary Education Research in New Zealand Conference. TERNZ. Retrieved from http://www.herdsa.org.nz/Ternz/2006/Tony.pdf
Conference Contribution - Published proceedings: Abstract
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.
Journal - Research Article
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.
Journal - Research Article
Wass, R., Harland, T., & Mercer, A. (2006). Learning in the zone. In R. Spronken-Smith (Ed.), Proceedings of the Spotlight on Teaching at Otago Conference. (pp. 31). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]
Conference Contribution - Published proceedings: Abstract
Meldrum, A., Kieser, J., & Harland, T. (2006). Dogs don't eat fruit. In R. Spronken-Smith (Ed.), Proceedings of the Spotlight on Teaching at Otago Conference. (pp. 28). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]
Conference Contribution - Published proceedings: Abstract
Harland, T. (2006). Field courses: Teaching, philosophy and politics. In R. Spronken-Smith (Ed.), Proceedings of the Spotlight on Teaching at Otago Conference. (pp. 21). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]
Conference Contribution - Published proceedings: Abstract
Seddon, P., Dickinson, K., & Harland, T. (2006). Research-led teaching in Ecology. In R. Spronken-Smith (Ed.), Proceedings of the Spotlight on Teaching at Otago Conference. (pp. 17-18). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]
Conference Contribution - Published proceedings: Abstract
Kieser, J., & Harland, T. (2006). The influence of context on student's approaches to learning clinical dental anatomy. Clinical Anatomy.19, (pp. 175). [Abstract]
Conference Contribution - Published proceedings: Abstract
Harland, T., Kieser, J., & Meldrum, A. (2006). Cultural fragmentation of knowledge in clinical teaching. Teaching in Higher Education, 11(2), 149-160.
Journal - Research Article
Meldrum, A., & Harland, T. (2006). Is research-informed teaching a sufficient justification for professional education in a university? Proceedings of the Tertiary Education Research in New Zealand Conference. Retrieved from http://www.herdsa.org.nz/Ternz/2006/Alison.pdf
Conference Contribution - Published proceedings: Abstract
Meldrum, A., Kieser, J., & Harland, T. (2006). Dogs don't eat fruit. Proceedings of the Improving University Teaching 31st International Conference. Retrieved from http://www.iutconference.org/2006/sessionVI.htm
Conference Contribution - Published proceedings: Abstract
Grigg, G., Buissink-Smith, N., Spronken-Smith, R., & Harland, T. (2005). New Millennium, new graduates: Understanding the first wave of the Millennial Generation. Proceedings of the Tertiary Education Research in New Zealand Conference. [Abstract]
Conference Contribution - Published proceedings: Abstract
Spronken-Smith, R., Buissink-Smith, N., Grigg, G., & Harland, T. (2005). The Otago Millennium Graduate Project. Report for Participants. University of Otago: Higher Education Development Centre. 47p. Retrieved from http://hedc.otago.ac.nz/hedc/research/Profile-Projects/Millennium-Graduate-Project.html
Working Paper; Discussion Paper; Technical Report
Staniforth, D., & Harland, T. (2005). Contrasting views of induction: The experiences of heads of departments and their new academic staff. Proceedings of the Society for Research in Higher Education. [Abstract]
Conference Contribution - Published proceedings: Abstract
Kieser, J., & Harland, T. (2005). The influence of context on students' approaches to learning. Proceedings of the 45th Annual Meeting of Australian/New Zealand Division of the International Association for Dental Research. IADR. Retrieved from http://iadr.confex.com/iadr/anz05/techprogram/session_15336.htm
Conference Contribution - Published proceedings: Abstract
Harland, T., Meldrum, A., & Kieser, J. (2005). Welding knowledge. Proceedings of the Tertiary Education Research in New Zealand Conference. Dunedin, New Zealand: University of Otago. Retrieved from http://hedc.otago.ac.nz/ternz/2005/home.asp
Conference Contribution - Published proceedings: Abstract
Harland, T. (2005). Exposing the resistance in higher education. Proceedings of the 45th Annual Meeting of Australian/New Zealand Division of the International Association for Dental Research. IADR. Retrieved from http://iadr.confex.com/iadr/anz05/techprogram/session_15336.htm
Conference Contribution - Published proceedings: Abstract
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.
Journal - Research Article
Harland, T. (2005). Developing a portfolio to promote authentic enquiry in teacher education. Teaching in Higher Education, 10(3), 327-337.
Journal - Research Article
Spronken-Smith, R., Harland, T., Buissink-Smith, N., & Grigg, G. (2005). Can a degree be lost down the back of a fireplace? Millennium graduates' views on the purpose of higher education. Proceedings of the HERDSA (Higher Education Research and Development Society of Australasia) Conference: Higher Education in a Changing World. (pp. 78). Australia: Institute for Teaching and Learning, University of Sydney. Retrieved from http://conference.herdsa.org.au/2005/abstracts/
Conference Contribution - Published proceedings: Abstract
Harland, T., & Pickering, N. (2004). Teaching students values. Proceedings of the Tertiary Education Research in New Zealand Conference. Dunedin, New Zealand: HEDC, University of Otago. Retrieved from http://hedc.otago.ac.nz/ternz/2004/abstracts/abstracts.asp
Conference Contribution - Published proceedings: Abstract
Harland, T., & Plangger, G. (2004). The postgraduate chameleon: Changing roles in doctoral education. Active Learning in Higher Education, 5(1), 73-86.
Journal - Research Article
Spronken-Smith, R., Harland, T., Buissink-Smith, N., & Grigg, G. (2004). Choosing the right mix: Guiding our students in a 'pick 'n mix' university system. Proceedings of the Tertiary Education Research in New Zealand Conference. Dunedin, New Zealand: HEDC, University of Otago. Retrieved from http://hedc.otago.ac.nz/ternz/abstracts/abstracts.asp
Conference Contribution - Published proceedings: Abstract
Harland, T., Pickering, N., & McLaughlin, M. (2003). Stories of value: Researching values through narrative enquiry. Proceedings of the Conference of Tertiary Education Research in New Zealand. Dunedin, New Zealand: University of Otago. Retrieved from http://hedc.otago.ac.nz/ternz/2003/index.html
Conference Contribution - Published proceedings: Abstract
Harland, T., & Staniforth, D. (2003). Academic development as academic work. International Journal for Academic Development, 8(1/2), 25-35.
Journal - Research Article
Staniforth, D., & Harland, T. (2003). Reflection on practice: Collaborative action research for new academics. Educational Action Research, 11(1), 79-91.
Journal - Research Article
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.
Journal - Research Article
Harland, T. (2002). Developing a portfolio to promote authentic enquiry in teacher education. Proceedings of the Conference of the Society for Teaching and Learning in Higher Education. British Columbia, Canada: McMaster University. Retrieved from http://pc-cll.mcmaster.ca/stlhe02/sesslook.cfm
Conference Contribution - Published proceedings: Abstract
Harland, T. (2002). Performance-based research and the changes in academic practice. Proceedings of the Conference of Tertiary Education Research in New Zealand. Dunedin, New Zealand: University of Otago. Retrieved from http://hedc.otago.ac.nz/ternz/2002/conference.html
Conference Contribution - Published proceedings: Abstract
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
Journal - Research Article
Harland, T. (2001). Pre-service education for university lecturers: The doctoral student as academic apprentice. Proceedings of the Inaugural Conference of Innovation and Links: Research Management and Development and Postgraduate Education. (Abstract 20). New Zealand: Auckland University of Technology. Retrieved from http://www.aut.ac.nz/conferences/innovation/
Conference Contribution - Published proceedings: Abstract
Harland, T. (2001). Pre-service teacher education for university lecturers: The academic apprentice. Journal of Education for Teaching, 27(3), 269-276.
Journal - Research Article
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
Journal - Research Article
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.
Journal - Research Article
Harland, T. (1998). Stories about small-group teaching. A problem-based approach. VOlume 2: Students' reflections. Sheffield: University of Sheffield, 50p.
Authored Book - Research
Harland, T. (1998). Moving towards problem-based learning. Teaching in Higher Education, 3(2), 219-230. doi: 10.1080/1356215980030207
Journal - Research Article
Harland, T. (1997). Stories about small-group teaching. A problem-based approach. Volume 1 Lecturers' reflections. Sheffield: University of Sheffield, 50p.
Authored Book - Research
Harland, T., & Davies, P. (1997). Stimulation of respiration and photosynthesis by light in the symbiotic anemone Anemonia viridis (Forskål, 1775) (Anthozoa: Actinaria). Proceedings of the 6th International Conference on Coelenterate Biology. (pp. 232-238). [Full Paper]
Conference Contribution - Published proceedings: Full paper
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.
Journal - Research Article
Harland, A. D., & Davies, P. S. (1995). Symbiont photosynthesis increases both respiration and photosynthesis in the symbiotic sea anemone Anemonia viridis. Marine Biology, 123(4), 715-722.
Journal - Research Article
Harland, A. D., & Davies, P. S. (1994). Time-course of photoadaptation in the symbiotic sea anemone Anemonia viridis. Marine Biology, 119(1), 45-51.
Journal - Research Article
Harland, A. D., Navarro, J. C., Spencer Davies, P., & Fixter, L. M. (1993). Lipids of some Caribbean and Red Sea corals: Total lipid, wax esters, triglycerides and fatty acids. Marine Biology, 117(1), 113-117.
Journal - Research Article
Harland, A. D., Fixter, L. M., Spencer Davies, P., & Anderson, R. A. (1992). Effect of light on the total lipid content and storage lipids of the symbiotic sea anemone Anemonia viridis. Marine Biology, 112(2), 253-258.
Journal - Research Article
Harland, A. D., Spencer Davies, P., & Fixter, L. M. (1992). Lipid content of some Caribbean corals in relation to depth and light. Marine Biology, 113(3), 357-361.
Journal - Research Article
Harland, A. D., Fixter, L. M., Spencer Davies, P., & Anderson, R. A. (1991). Distribution of lipids between the zooxanthellae and animal compartment in the symbiotic sea anemone Anemonia viridis: Wax esters, triglycerides and fatty acids. Marine Biology, 110(1), 13-19.
Journal - Research Article
Harland, A. D., Bryan, G. W., & Brown, B. E. (1990). Zinc and cadmium absorption in the symbiotic anemone Anemonia viridis and the non-symbiotic anemone Actinia equina. Journal of the Marine Biological Association of the United Kingdom, 70(4), 789-802.
Journal - Research Article
Harland, A. D., & Nganro, N. R. (1990). Copper uptake by the sea anemone Anemonia viridis and the role of zooxanthellae in metal regulation. Marine Biology, 104(2), 297-301.
Journal - Research Article
Harland, A. D., & Brown, B. E. (1989). Metal tolerance in the scleractinian coral Porites lutea. Marine Pollution Bulletin, 20(7), 353-357.
Journal - Research Article
Tony 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.
