UPDATED 2019
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. (15 s)
Aditomo, A., Goodyear, P., Bliuc A.-M. & Ellis, R. A. (2011): Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations, Studies in Higher Education, 38(9), 1239-1258. (22 s).
Ashwin, P: Accounting for structure and agency in ‘close-up’ research on teaching, learning and assessment in higher education, 2008. International Journal of Educational Research, 47. 151–158. (8 s)
Ben-David, Joseph: ‘Education for the Professions’. Centers of Learning, 1992 [1977]. Transaction Publishers, 29-70. (42 s)
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in continuing education, 22(2), 151-167. (17 s)
Graham, Woodfield & Harrison (2013) A framework for institutional adoption and implementation of blended learning in higher education. In The Internet and Higher Education, 18 (3), 4-14. (16 s)
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. (12 s)
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. (14 s)
Hordern, J. (2016) On the making and faking of knowledge value in higher education curricula, Teaching in Higher Education, 21:4, 367-380, (14 s)
Karseth, B. & Solbrekke, T.D. (2016). Curriculum Trends in European Higher Education: The Pursuit of the Humboldtian University Ideas. In S. Slaughter, B.J. Taylor (eds.), Higher Education, Stratification, and Workforce Development, pp. 215-233. Dordrecht: Springer. (29 s)
Jensen, K. & Nerland, M. (2015). Knowledge dynamics in higher education: Examples from law schools in Norway and their shadow arrangements, In I. Langemeyer; M. Fischer & M. Pfadenhauer (ed.), Epistemic and learning cultures – wohin sich Universitäten entwickeln, pp 46-60. Weinheim: Beltz Juventa. (15 s)
Jonassen, D. & Land, M. S. (2012). Theoretical Foundations of Learning Environments, Preface, pp. vii-x. 2nd edition, NY: Routledge/Taylor and Francis Group. (4 s)
Jones, A: Redisciplining generic attributes: the disciplinary context in focus, 2009. Studies in Higher Education, Vol. 34, No. 1. pp. 85-100. (16 s)
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. (15 s)
Land, M. S., Hannafin M. J. & Oliver, K. (2012). Student-Centered Learning Environments. Foundations, Assumptions and Design, in R. Jonassen & M.S.Land (Eds.) Theoretical Foundations of Learning Environments, pp. 3-25, 2nd edition, NY: Routledge/Taylor and Francis Group. (23 s)
Leathwood, C : Assessment policy and practice in higher education: purpose, standards , and equity, 2005. Assessment & Evaluation in Higher Education. pp. 307-324. (18 s)
Muller, J. & Young, M. (2014). Disciplines, skills and the university. Higher Education, 67 (2), 127–140. (14 s)
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. (20 s)
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 (55 s)
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. (20 s)
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. (12 s)
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. (27 s)
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. (15 s)
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)
Yates L., Woelert P., Millar V., O’Connor K. (2018). From Disciplinary Excellence to Interdisciplinary Collaboration: How Australian Academics Negotiate Competing Knowledge Agendas. In: Maassen P., Nerland M., and Yates L. (Eds) Reconfiguring Knowledge in Higher Education, (pp. 49-64) Higher Education Dynamics, vol 50. Springer, Cham. (16 s)