HEM 4210
UPDATED MAY 2015
Anderson, R.D.: ‘Germany and the Humboldtian model,’ in R. D. Anderson: European Universities from the Enlightenment to 1914, 2004. Oxford University Press. pp. 51-65.
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Brint, S., Cantwell, A., and Hanneman, R. (2008). Two Cultures of Undergraduate Academic Engagement. Research in Higher Education, 49, 383–402.
Clarke, Mary , Hyde, Abbey and Drennan, J. (2013) "Professional Identity in Higher Education", in Barbara M. Kehm and Ulrich Teichler (eds.) The Academic Profession in Europe: New Tasks and New Challenges, 7-21. http://link.springer.com/chapter/10.1007/978-94-007-4614-5_2/fulltext.html
Coate, K. (2009). Curriculum. In M.Tight et al, Eds, The Routledge International Handbook of Higher Education, pp. 77-90. London: Routledge.
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Healy, M. : Linking Research and Teaching: Exploring Disciplinary Spaces and the Role of Inquiry-based Learning , 2005. In. R Barnett (ed) Reshaping the University. Maidenhead: SRHE/ Open University Press. pp. 67-78. http://site.ebrary.com/lib/oslo/docDetail.action?docID=10161275.
Helle, L., Tynjälä, P., Vesterinen, P: Work-related project as a learning environment, 2006. In Tynjälä, P., Välimaa, J., Boulton-Lewis, G., Eds, Higher education and working life – collaborations, confrontations and challenges. Amsterdam: Elsevier . pp. 195-208.
Höhle, Ester Ava & Teichler, Ulrich (2013) "The European Academic Profession or Academic Professions in Europe?" in Teichler, Hoehle (eds.) The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries, pp 249-272 , Springer. http://link.springer.com/chapter/10.1007/978-94-007-5977-0_12
Jones, A: Redisciplining generic attributes: the disciplinary context in focus, 2009. Studies in Higher Education, Vol. 34, No. 1. pp. 85-100. http://www.tandfonline.com/doi/abs/10.1080/03075070802602018.
Karseth, B. : Curriculum Restructuring in Higher Education after the Bologna , 2006. Revista Española de Educación Comparada, vol 12. pp. 255-284. http://www.sc.ehu.es/sfwseec/reec/reec12/reec1209.pdf.
Labaree, David F.: ‘Mutual Subversion: A Short History of the Liberal and the Professional in American Higher Education.’ History of Education Quarterly Vol. 46 No. 1 Spring 2006, pp. 1-15. http://www.stanford.edu/~dlabaree/publications/Mutual_Subversion.pdf
Leathwood, C : Assessment policy and practice in higher education: purpose, standards , and equity, 2005. Assessment & Evaluation in Higher Education. pp. 307-324.
Mastekaasa, A and Smeby, J-C: Educational choice and persistence in male- and female –dominated fields, 2008. Higher Education vol 55 number 2. pp. 189-202 . http://www.springerlink.com/content/x7564321626q8416/.
Muller, J. & Young, M. (2014). Disciplines, skills and the university. Higher Education, 67, 127–140.
Nerland, M. & Jensen, K: The construction of a new professional self: a critical reading of the curricula for nurses and computer engineers in Norway, 2007. In A. Brown, S. Kirpal & F. Rauner, Eds: Identities at Work, Dordrecht: Kluwer Academic Publishers. . pp. 339-360. http://www.springerlink.com/content/n4k604250449562u/fulltext.pdf.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Rothblatt, Sheldon: ‘The limbs of Osiris: liberal education in the English-speaking world’ in S.Rothblatt and B. Wittrock (eds): The European and American University Since 1800. 1993. Cambridge: Cambridge University Press. pp. 19-73.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research 74(4), 557–576.
Shaw, K., A. Holbrook, and S. Bourke. 2011. “Student Experience of Final-year Undergraduate Research Projects: An Exploration of Research Preparedness.” Studies in Higher Education 38 (5), 711-727.
Simons, M. & Elen, J: The ‘research–teaching nexus’ and ‘education through research’: an exploration of ambivalences, 2007. Studies in Higher Education vol 32 no 5. pp. 617-631. (15 s) http://www.tandfonline.com/doi/abs/10.1080/03075070701573781.
Säljö, R. (2010), Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26: 53–64. doi: 10.1111/j.1365-2729.2009.00341.x
Tight, M : Researching Higher Education, 2012. Maidenhead: SRHE/ Open University Press. Chapter 10-11 (‘Researching academic work’ and ‘’Researching knowledge and research’), pp. 149-175.
Trowler, P: Beyond epistemological essentialism: academic tribes in the twenty-first century, 2009. In Kreber, C. (Ed),The University and its Disciplines. Teaching and Learning Within and Beyond Disciplinary Boundaries. London: Routledge. pp. 181-195.
Turner, R. Steven: ‘Humboldt in North America? Reflections on the Research University and its Historians’ in R. C. Schwinges (ed): Humboldt International. Der Export des deutschen Universitätsmodells im 19. und 20. Jahrhundert, 2001. Basel: Schwabe & Co,. pp. 289-312. (24 s)
Watson, Peter, ‘Humboldt’s Gift: The Invention of Research and the Prussian (Protestant) Concept of Learning. In: Peter Watson ‘The German Genius. Europe’s Third Renaissance, the Second Scientific revolution, and the Twentieth Century.’ 2010. London: Simon & Schuster, pp. 225-239. (15 s)