Email: tony.harland@otago.ac.nz
Phone: +64 3 479 8136
Google Scholar link
About Tony
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
Apply for Postgraduate study with Higher Education Development
Uplift at Kaikoura
Current Students
- 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
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 Journal - Research Article
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 Journal - Research Article
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 Journal - Research Article
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
2024
Journal - Research Article
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.