Bentley, P.J. & Meek, V. L. (2017) Development and future directions of higher degree research training in Australia, in: J.C. Shin (Ed) Doctoral Training for Knowledge Society: Global Convergence or Divergence? Springer, Netherlands. (Forthcoming: Accepted for publication 12 Dec 2016).
Edmond, G., Towler, A., Growns, B, Ribeiro, G., Found, B., White, D., Ballantyne, K., Searston, R. A., Thompson, M. B., Tangen, J. M., Kemp, R. I., & Martire, K. (in press). Thinking forensics: Cognitive science for forensic practitioners. Science & Justice. doi: 10.1016/j.scijus.2016.11.005
Lodge, J. M. & Corrin, L. (in press). What data and analytics can and do say about effective learning. Nature npj Science of Learning
Lodge, J. M., Cottrell, D., & Hansen, L. (in press). Learning styles at the crossroads of the laboratory and the classroom. Learning: Research and Practice
Searston, R. A., & Tangen, J. M. (in press). The style of a stranger: Identification expertise generalizes to coarser level categories. Psychonomic Bulletin & Review. doi: 10.3758/s13423-016-1211-6
Trezise, K., Reeve, R.A. (in press). The impact of emotion and cognition on algebraic reasoning. In U. Xolocotzin (Ed). Understanding emotions in mathematical thinking and learning. Elsevier Academic Press.
Searston, R. A., & Tangen, J. M. (in press). Training perceptual experts: feedback, labels, and contrasts. The Canadian Journal of Experimental Psychology.
Bexley, E. (2017). Aligning student ability with learning opportunity. How can measures of senior school achievement support better selection for higher education? In Educating Australia: Challenges for the next decade of schooling. Bentley, T., Hattie, J. and Savage, G. (Eds.). Melbourne University Press, Melbourne. pp. 313-329.
Corrin, L., de Barba, P. G., & Bakharia, A. (2017). Using learning analytics to explore help-seeking learner profiles in MOOCs.Proceedings of the 7th International Learning Analytics & Knowledge Conference (pp. 424-428). New York: ACM.
Dabrowski, A. & Lodge, J. M. (2017). Pedagogy, practice, and the allure of open online courses: Implications for schools and their students. In. A. Marcus-Quinn & T. Hourigan (Eds.) Handbook for digital learning in K-12 schools. Berlin: Springer. DOI: 10.1007/978-3-319-33808-8_27
Davis, H. and Goedegebuure, L. (2017) Governance for sustainability in higher education, in Singh, D. & Stückelberger, C. (eds.) Ethics in Higher Education: Values-driven Leaders for the Future. Geneva: Globalethics.net, pp. 217-230.
Goedegebuure, L., Schubert, R. & Bentley, P.J. (2017). Institutional differentiation in Australian postsecondary education: Hit and miss, in P. Altbach, L. Reisberg & H. de Witt (Eds.) Responding to Massification: Differentiation in Postsecondary Education Worldwide, Boston: Boston College Center for International Higher Education (pp. 53-61).
Horvath, J. C., Lodge, J. M., & Hattie, J. A. C. (2017). From the laboratory to the classroom: Translating learning sciences for teachers. Abingdon, Routledge. https://www.routledge.com/products/9781138649644
Horvath, J. C. & Lodge, J. M. (2017). A framework for organizing and translating research in the learning sciences. In J. C. Horvath, J. M. Lodge, & J. A. C. Hattie (eds.) From the laboratory to the classroom: Translating learning sciences for teachers. Abingdon, UK: Routledge.
James, R., French, S. and Kelly, P. eds., 2017. Visions for Australian Tertiary Education. Melbourne: Centre for the Study of Higher Education, University of Melbourne.
Lodge, J. M. & Horvath, J. C. (2017). Science of learning and digital learning environments. In J. C. Horvath, J. M. Lodge, & J. A. C. Hattie (eds.) From the laboratory to the classroom: Translating learning sciences for teachers. Abingdon, UK: Routledge.
Lodge, J. M. & Corrin, L. (2017). The connected community of practice in educational technology: A model for future networked professional development? In. J. McDonald & A. Cater-Steel (Eds.) Implementing communities of practice in higher education - Dreamers and schemers. Berlin: Springer.
Andrews, S., Bare, L., Bentley, P., Goedegebuure, L., Pugsley, C., and Rance, B., 2016. Contingent academic employment in Australian universities. Melbourne: LH Martin Institute and AHEIA.
Arguel, A., Lockyer, L., Lipp, O., Lodge, J. M., & Kennedy, G. (2016). Inside out: ways of detecting learners’ confusion for successful e-learning. Journal of Educational Computing Research. DOI: 10.1177/0735633116674732 (pre-press version)
Arguel, A., Lodge, J. M., Pachman, M. & de Barba, P. (2016). Confidence drives exploration strategies in interactive simulations. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me the Learning. Proceedings ASCILITE 2016 Adelaide (pp. 33-42).
Arkoudis, S. & Doughney, L. (2016) Improving English language learning outcomes in Australian universities: Some critical issues (297-314). In Ng, C., Fox, B. and Nakano, M. (eds.) Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer.
Arkoudis, S. & Kelly, P. (2016) Shifting the Narrative: International Students and Communication Skills in Higher Education. Research Digest 8, International Education Association of Australia.
Bakharia, A., Corrin, L., de Barba, P., Kennedy, G., Gasevic, D., Mulder, R., Williams, D., Dawson, S., Lockyer, L. (2016). A conceptual framework linking learning design with learning analytics. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds,), Proceedings of the 6th International Conference on Learning Analytics and Knowledge (pp. 409-413). New York: ACM.
Bentley, P.J. (2016) The Triangle of Coordination - Influence within the academy, in: N. Cloete, L. Goedegebuure, A. Gortnitzka, J. Jungblut, and B. Stensaker (Eds.) Pathways through higher education research - A festschrift in honour of Peter Maassen (pp. 153-159). Oslo: University of Oslo.
Bentley, P.J., Goedegebuure, L., & Schubert, R. (2016). Profiling the institutional diversity of VET providers in Australia, across four broad dimensions. In L. Jackson (Ed.), 24th National Vocational Education and Training Research Conference ‘No Frills' (pp. 8-23). Adelaide: NCVER.
Bexley, E. (2016). Further and Higher? Institutional Diversity and Stratification. In Student Equity in Australian Higher Education: Twenty-five years of A Fair Chance for All. Harvey, A., Burnheim, C. and Brett, M. (Eds.). Springer, Singapore. pp. 275-292.
Bosanquet, A., Mealey, A., Matthews, K. E. & Lodge, J. M. (2016). Redefining 'early career' in academia: A collective narrative approach. Higher Education Research & Development, http://dx.doi.org/10.1080/07294360.2016.1263934 (pre-press version).
Coates, H. and Bexley, E. (2016). Organizing and managing university education. In Organizing Academic Work in Higher Education. Teaching, learning, and identities. Leisyte, L. and Wilkesmann, U. (Eds.). Routledge, Oxford. 68: 86.
Darian-Smith, K. and Waghorne, J.(2016). ‘Australian universities and the commemoration of the First World War’, History of Education Review, vol. 45, no. 2, pp.239-255.
Darian-Smith, K. and Waghorne, (J. 2016). ‘Australian-Asian Sociability, Student Activism, and the University Challenge to White Australia in the 1950s’, Australian Journal of Politics and History, vol. 62, no. 2, pp. 203-218.
de Barba, P., Ainley, M.D. & Kennedy, G. (2016). The role of motivation and participation for predicting performance in MOOCs. Journal of Computer Assisted Learning, 32(3), 218-231.
Edmond, G., Found, B., Martire, K., Ballantyne, K., Hamer, D., Searston, R.A., Thompson, M. B., Cunliffe, E., Kemp, R., San Roque, M., Tangen, J., Dioso-Villa, R., Ligertwood, A., Hibbert, B., White, D., Porter, G., & Roberts, A. (2016). Model forensic science. Australian Journal of Forensic Sciences, 2016, 1—42. DOI: 10.1080/00450618.2015.1128969.
Elliott, K. & Winkel, K. (2016). Learning gains in a flipped classroom to teach the principles of envenomation. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 215-224).
French, S & James, R. 2016. ‘Chapter 38: Australian Higher Education,’ in Christopher S. Collins, Molly N.N. Lee, John N. Hawkins and Deane E. Neubauer (eds.), The Palgrave Handbook of Asia Pacific Higher Education. Basingstoke: Palgrave Macmillan, pp.583-595.
French, S & Kennedy, G. 2016. ‘Reassessing the Value of University Lectures.’ Teaching in Higher Education, DOI: 10.1080/13562517.2016.1273213
Jabbar, A., Gasser, R. B. & Lodge, J. M. (2016). Can new digital technologies support parasitology teaching and learning? Trends in Parasitology, 32, 522-530. http://dx.doi.org/10.1016/j.pt.2016.04.004.
Judd, T. & Elliott, K. (2016). Methods and frequency of sharing of learning resources by medical students.British Journal of Educational Technology. doi: 10.1111/bjet.12481
Kennedy, G. & Lodge, J. M. (2016). All roads lead to Rome: Tracking students’ affect as they overcome misconceptions. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me the Learning. Proceedings ASCILITE 2016 Adelaide (pp. 318-328).
Lau, P., Woodward-Kron, R., Livesay, K., Elliott, K., & Nicholson, P. (2016). Cultural respect encompassing simulation training: being heard about health through broadband. Journal of Public Health Research, 5(1), 36-42.
Lewis, M. J. & Lodge, J. M. (2016). Keep calm and credential on: Linking learning, life and work practices in a complex world. In Ifenthaler, D., Bellin-Mularski, N., Mah, D.-K. (eds.) Foundations of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies. Berlin: Springer. DOI: 10.1007/978-3-319-15425-1_3.
Lodge, J. M. (2016). Do the learning sciences have a place in higher education research? Higher Education Research & Development, 35 (3), 634-637. http://dx.doi.org/10.1080/07294360.2015.1094204.
Lodge, J. M., Hansen, L., & Cottrell, D. (2016). Modality preference and learning style theories: Rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1), 4-17. http://dx.doi.org/10.1080/23735082.2015.1083115.
Lodge, J. M., Kennedy, G. & Lockyer, L. (2016). Editorial: Brain, mind and educational technology. Australasian Journal of Educational Technology, 32 (6), i-iii. http://dx.doi.org/10.14742/ajet.3443.
Mouasher, A. & Lodge, J. M. (2016). The search for pedagogical dynamism: Design patterns and the unselfconscious process. Educational Technology & Society, 19 (2), 274-285. http://www.ifets.info/journals/19_2/20.pdf.
Pachman, M., Arguel, A., Lockyer, L., Kennedy, G., & Lodge, J. M. (2016). Eye tracking and early detection of confusion in digital learning environments: Proof of concept. Australasian Journal of Educational Technology, 32(6), 58-71. http://dx.doi.org/10.14742/ajet.3060.
Piromchai, P., Ioannou, I., Wijewickrema, S., Kasemsiri, P., Lodge, J. M., Kennedy, G., O'Leary, S. (2016). The effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator – a pilot study. The Journal of Laryngology & Otology. https://doi.org/10.1017/S0022215116009233 (pre-press version).
Searston, R. A., Tangen, J. M., & Eva, K. W. (2016). Putting bias into context: The role of familiarity in identification. Law and Human Behavior, 40 (1), 50—64. DOI: 10.1037/lhb0000154.
Schubert, R., Bentley, P.J., Goedegebuure, L., 2016. Profiling Institutional Diversity Across the Australian VET Sector. Melbourne: LH Martin Institute, The University of Melbourne.
Trezise, K., Reeve, R.A. (2016). Worry and working memory influence each other iteratively over time. Cognition and Emotion. 30 (2), 353-368. doi: 10.1080/02699931.2014.1002755.
Wiseman, P.J., Kennedy, G.E. & Lodge, J. M. (2016). Models for understanding student engagement in digital learning environments. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me the Learning. Proceedings ASCILITE 2016 Adelaide (pp. 666-671).
Arkoudis, S. & Doughney, L. (2015) Steps to assuring EAL international students’ ELP at exit: It’s not rocket science. Ata, A. & Kostogriz, A. (eds.) International Education and Cultural-Linguistic Experiences of International Students in Australia, (pp. 167-180). Queensland: Australian Academic Press Group. ISBN 9781922117465.
Baik, C., Naylor, R. & Arkoudis, S. (2015). The first year experience in Australian universities: Findings from two decades. 1994-2014, Centre for the Study of Higher Education, The University of Melbourne.
Bentley, P. J. (2015). Academic Work from a Comparative Perspective. Enschede: CHEPS/University of Twente.
Bentley, P. J., Coates, H., Dobson, I., Goedegebuure, L., & Meek, V. (2015). 'Academic Job Satisfaction from an International Comparative Perspective', Forming, Recruiting & Managing The Academic Profession, p. 187.
Bentley, P. J. (2015). Cross-country differences in publishing productivity of academics in research universities. Scientometrics, 102(1), 865-883. doi: 10.1007/s10734-011-9457-4.
Bentley, P., Gulbrandsen, M., & Kyvik, S. (2015). The relationship between basic and applied research in universities. Higher Education, 1-21. doi: 10.1007/s10734-015-9861-2.
Bolden, R., Jones, S., Davis, H. and Gentle, P. (2015). Developing and Sustaining Shared Leadership in Higher Education. London: Leadership Foundation for Higher Education.
Corrin, L., Kennedy, G., de Barba, P.D., Bakharia, A., Lockyer, L., Gasevic, D., Williams, D., Dawson, S., & Copeland, S. (2015). Loop: A learning analytics tool to provide teachers with useful data visualisations. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. 409-413).
de Barros, F., Goedegebuure, L., Meek, L., & Pettigrew, A. (2015). Institutional Governance, Leadership and Management of Research for Innovation and Development. In J. Huisman, H. De Boer, D. Dill, & M. Souto-Otero (Eds.), The Palgrave International Handbook of Higher Education Policy and Governance: Palgrave Macmillan UK.
Gao, Y., Baik, C. & Arkoudis, S. (2015) Internationalisation of higher education. De Boer, H. (ed). Handbook of Higher Education Policy and Governance, (pp. 300-321). UK: Palgrave Macmillan.
Gregory, M. S-J. & Lodge, J. M. (2015). Academic workload: The silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance Education, 36 (2), 210-230. http://dx.doi.org/10.1080/01587919.2015.1055056.
Griffiths, D. & Lodge, J. M. (2015). Modelling psychological factors for predicting the success of non-traditional students. Students, Transitions, Achievement, Retention & Success Conference, 2015, Melbourne, Australia. DOI: 10.13140/RG.2.1.1566.7921.
Kennedy, G., de Barba, P., Coffrin, C., & Corrin, L. (2015). Predicting success: How learners’ prior knowledge, skills and activities predict MOOC performance. In P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Conference on Learning Analytics and Knowledge (pp. 136-140). New York: ACM.
Lodge, J. M. (2015). Transitioning into academia: The challenges and opportunities for early career psychologists and psychological scientists. InPsych, 37 (6), 14-15. https://www.psychology.org.au/inpsych/2015/dec/lodge/.
Lodge, J. M. & Kennedy, G. E. (2015). Prior knowledge, confidence and understanding in interactive tutorials and simulations. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (178-188).
Lodge, J. M. & Lewis, M. J. (2015). Professional learning through MOOCs?: A trans-disciplinary framework for building knowledge, inquiry, and expertise. In L. McKay & J. Lenarcic (Eds.) Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future. Hershey, PA, USA: IGI Global.
Lodge, J. M., O’Connor, E., Burton, L., & Shaw, R. (2015). Applying cognitive science to critical thinking among higher education students. In M. Davies & R. Barnett (eds.) The Palgrave handbook of critical thinking in higher education. New York: Palgrave.
Macqueen, S., Woodward-Kron, R., Flynn, E., Reid, K., Elliott, K. & Slade, D. (2015). A resource for teaching emergency care communication. Clinical Teacher. Early online.
Timms, M. & Lodge, J. M. (2015). Assessment in interactive learning environments. Australian Council for Education Research Conference 2015, Melbourne, Australia.
Venema, S., Drew, S., & Lodge, J. M. (2015). Peer observation as a collaborative vehicle for innovation in incorporating educational technology into teaching: A case study. In C. Klopper & S. Drew (Eds.) Teaching for learning and learning for teaching: Cases in context of peer review of teaching in Higher Education. Rotterdam: Sense Publishers.