Professor Tony Harland

2024

Journal - Research Article

Mori, Y., Wald, N., & Harland, T. (2024). A model of academic developers’ formation and growth of professional identity: A focus on the affective factors. Higher Education Research & Development. Advance online publication. doi: 10.1080/07294360.2024.2424158

Mori, Y., Wald, N., & Harland, T. (2024). The importance of workplace factors and the professional identity of academic developers. Higher Education Research & Development, 2332254. Advance online publication. doi: 10.1080/07294360.2024.2332254

Caballero, K., Harland, T., Wald, N., & Mula-Falcón, J. (2024). The impact of evaluation and accountability on academic careers. European Journal of Higher Education. Advance online publication. doi: 10.1080/21568235.2024.2331116

Wald, N., Harland, T., & Daskon, C. (2024). The gap statement and justification in higher education research: an analysis of published articles. European Journal of Higher Education, 14(2), 308-323. doi: 10.1080/21568235.2023.2189132

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

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

2023

Journal - Research Article

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

Conference Contribution - Published proceedings: Abstract

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/

2022

Journal - Research Article

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

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 Other

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

Conference Contribution - Published proceedings: Abstract

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]

2021

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

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

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

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

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

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

2020

Authored Book - Research

Harland, T. (2020). University challenge: Critical issues for teaching and learning. Abingdon, UK: Routledge, 192p. doi: 10.4324/9781003008859

Journal - Research Article

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.

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

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

2019

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

2018

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.

Journal - Research Article

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

Journal - Professional & Other Non-Research Articles

Harland, T., & Wald, N. (2018). Forget graduate attributes; try powerful knowledge. HERDSA News, 40(2), 20-21.

Conference Contribution - Published proceedings: Abstract

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

Other Research Output

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].

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].

2017

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.

Journal - Research Article

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

Journal - Research Other

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

Conference Contribution - Published proceedings: Abstract

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]

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 - Verbal presentation and other Conference outputs

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.

2016

Chapter in Book - Research

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

Journal - Research Article

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

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

Conference Contribution - Published proceedings: Abstract

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

2015

Journal - Research Article

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

Conference Contribution - Published proceedings: Abstract

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

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/

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/

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 - Verbal presentation and other Conference outputs

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.

2014

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

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.

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

Conference Contribution - Published proceedings: Abstract

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/

Working Paper; Discussion Paper; Technical Report

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.

Other Research Output

Harland, T. (2014, September). Slow scholarship and deliberate spaces for thinking and learning. University of Otago, Dunedin, New Zealand. [Inaugural Professorial Lecture].

2013

Journal - Research Article

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

Conference Contribution - Published proceedings: Abstract

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

2012

Authored Book - Research

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

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.

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 Other

Harland, T., Pickering, N., & Anderson, L. (2012). Valuing teaching and teaching values. Journal of Primary Health Care, 4(4), 346-348.

Conference Contribution - Published proceedings: Abstract

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]

2011

Authored Book - Research

Harland, T., & Pickering, N. (2011). Values in higher education teaching. London, UK: Routledge, 134p.

Journal - Research Article

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

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

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

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

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

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]

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

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 - Edited volume of conference proceedings

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 - Verbal presentation and other Conference outputs

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.

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.

2010

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.

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.

Journal - Research Article

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

Conference Contribution - Published proceedings: Abstract

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/

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

2009

Chapter in Book - Research

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.

Journal - Research Article

Harland, T. (2009). People who study higher education. Teaching in Higher Education, 14(5), 579-582. doi: 10.1080/13562510903186824

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

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

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

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

2008

Journal - Research Article

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

Conference Contribution - Published proceedings: Abstract

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/

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

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

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]

2007

Journal - Research Article

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

Conference Contribution - Published proceedings: Abstract

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 - Verbal presentation and other Conference outputs

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.

2006

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.

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., Kieser, J., & Meldrum, A. (2006). Cultural fragmentation of knowledge in clinical teaching. Teaching in Higher Education, 11(2), 149-160.

Conference Contribution - Published proceedings: Abstract

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

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

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

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]

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]

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]

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]

Kieser, J., & Harland, T. (2006). The influence of context on student's approaches to learning clinical dental anatomy. Clinical Anatomy. 19, (pp. 175). [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

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

2005

Journal - Research Article

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. (2005). Developing a portfolio to promote authentic enquiry in teacher education. Teaching in Higher Education, 10(3), 327-337.

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]

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]

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

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

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

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/

Working Paper; Discussion Paper; Technical Report

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

2004

Journal - Research Article

Harland, T., & Plangger, G. (2004). The postgraduate chameleon: Changing roles in doctoral education. Active Learning in Higher Education, 5(1), 73-86.

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

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

2003

Journal - Research Article

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

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.

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

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

2002

Journal - Research Article

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

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

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

2001

Journal - Research Article

Harland, T. (2001). Pre-service teacher education for university lecturers: The academic apprentice. Journal of Education for Teaching, 27(3), 269-276.

Conference Contribution - Published proceedings: Abstract

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/

2000

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

1999

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.

1998

Authored Book - Research

Harland, T. (1998). Stories about small-group teaching. A problem-based approach. VOlume 2: Students' reflections. Sheffield: University of Sheffield, 50p.

Journal - Research Article

Harland, T. (1998). Moving towards problem-based learning. Teaching in Higher Education, 3(2), 219-230. doi: 10.1080/1356215980030207

1997

Authored Book - Research

Harland, T. (1997). Stories about small-group teaching. A problem-based approach. Volume 1 Lecturers' reflections. Sheffield: University of Sheffield, 50p.

Journal - Research Article

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.

Conference Contribution - Published proceedings: Full paper

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]

1995

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.

1994

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.

1993

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.

1992

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.

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.

1991

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.

1990

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.

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.

1989

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.