Co-producing knowledge: negotiating the political.

Conference paper


Harman, K., Boud, D., Rooney, D., Solomon, N. and Leontios, M. 2003. Co-producing knowledge: negotiating the political. Journal of Vocational Education & Training 5th Conference. Greenwich, London 16 - 18 Jul 2003
TypeConference paper
TitleCo-producing knowledge: negotiating the political.
AuthorsHarman, K., Boud, D., Rooney, D., Solomon, N. and Leontios, M.
Abstract

This paper takes its cue from Stronach and MacLure (1997) and hopes to be more problem-generating than problem-solving. We do not want to set down a ‘how to do collaborative research’, but instead explore the methodological and political complexities of doing collaborative research with industry partners. In doing this we want to draw attention to the uncertainties and messy ‘business’ of collaborative research. We are particularly interested in exploring the political tensions around the co-production of knowledge and we ask ‘how might we use research methodologies that incorporate uncertainty and disruption while at the same time remaining credible and legitimate to our research partners and academics?’ We recognise that a ‘methodology of disappointment’, where the ‘comforts of certainty’ are abandoned (Stronach & MacLure, 1997), may not have the same appeal to our industry partners as it does within our research team. And not always do academics enjoy uncertainty! We explore these themes and questions by taking a reflexive look at our own research practice in a collaborative research project that is currently underway in Australia.
Government views on the relationship between research and economic activity are driving changes in research funding arrangements in Australia (Hon. Dr Brendan Nelson MP, 2002). The increase in collaborative research partnerships between universities and industry, as well as an increasing pressure on universities to view their work in commercial terms are evidence of these changes. In these performative times we are told we need to be ‘entrepreneurs’ (Gallagher, 2000) and the commodification of education requires that researchers learn how to play a new game. But does playing the game mean we need to automatically ‘tow the corporate line’ in collaborative partnerships with industry? Stronach and MacLure (1997) suggest that ‘it may be possible to envisage new concepts and practices of research that do not simply surrender to…the general demands of performativity’ (Stronach & MacLure, 1997, p. 100). Luke (1995) writes about a ‘pragmatic politics of the postmodern’ and recommends that it is time to start ‘getting our hands dirty’. Scheeres & Solomon (2000) point out that one way of doing this is to recognise the research methodology as ‘a site of contention’ where a number of different positions can be taken up by researchers. We are interested in this paper in exploring the ways knowledge is being co-produced in the ‘Uncovering Learning’ project and the contested nature of this knowledge production. We adopt an understanding of power, where we are more interested in the way power relations have been negotiated in the project and the spaces this has opened up, rather than assuming that industry is all-powerful. But before exploring the ‘sites of struggle’ of the project and the spaces that have been opened up, we take a closer look at collaborations in the ‘Uncovering Learning’ project.
The ‘Uncovering Learning’ project involves many layers of collaborative partnerships. The project is a three-year Australian Research Council funded project which is part of the strategic partnerships with industry – research and training (SPIRT) program. The project involves a research partnership between the University of Technology, Sydney (UTS) and the Department of Education and Training (DET), a state government department. DET and UTS are working collaboratively to explore the significance of everyday learning at work. The workplace being studied is TAFE NSW, the state government provider of vocational education and training in NSW. But rather than focusing on TAFE as an educational institution our interest in this project is on TAFE as a workplace. TAFE is a large organisation and employs approximately 35,000 people in NSW.
As well as the partnership between UTS and DET, the research team present as another layer of collaboration. The research team could be described as a ‘cross-boundary’ group, as members come from both inside and outside of TAFE, as well as across various disciplines including adult education, applied linguistics, psychology and organisational behaviour. The team is made up of two senior researchers from UTS, a DET representative who works in the Professional Development Network at TAFE, a research associate and a doctoral student. The research interests of the team members vary and this has contributed to the opening up of project questions and connections beyond the focus of just one discipline. In this sense, we (the research team) could be thought of as the embodiment of the theoretical and knowledge worlds we are studying in the project.
The research team is working collaboratively with four workgroups in TAFE and this illustrates yet another layer of collaboration. The four workgroups that we are working with in the project come from diverse occupational areas and diverse hierarchical levels across two institutes in TAFE. One group are senior level managers in an institute, another are trade teachers, another group works in a human resources unit performing mainly administrative functions and the final group provide business related training in the workplace. While these are the most obvious collaborations, there are many other layers of collaboration connected with the project. For example collaborations between the research team and: the Faculty of Education at UTS; the Research Office; and the Australian Research Council. There are also layers within layers of collaboration, for example the two senior researchers in the project are the academic supervisors of the PhD student.
The contemporary research context and the interrelated layering and multiplicities associated with collaborative partnerships begin to ‘flag’ the political complexities of doing collaborative research. These are foregrounded when we ask: What’s in it for UTS? What’s in it for TAFE? What are the interests of each of the members of the research team? What do the Professional Development Network want from this? What are the interests of each of the workgroup members who are collaborating on the project? The ‘political’ refers to both the macro politics of government policy and the local politics of research teams and workgroups and the alignments between these. We will explore the political complexities of collaborative partnerships further by focusing on some of the ‘sites of struggle’ in the ‘Uncovering Learning’ project.
There is pressure on researchers to produce output-driven knowledge in the contemporary research context (Usher, 2000). The research contract between UTS and DET provides an example of the type of output-driven knowledge that is required in partnership arrangements. For example, the contract states that UTS will provide their industry partner with the following research outcomes:
• Improved recognition of the learning to be found in the organisation, to the benefit of both the organisation and individual employees.
• Improved understanding by key personnel in the organisations of the ways in which organisational culture and procedures encourage or inhibit learning, and the issues which need to be resolved in developing the learning organisation.
• Improved learning systems and learning strategies in the organisation that will more effectively facilitate learning embedded in practice.
But rather than providing just a straight ‘outcomes’ focus for the project we have attempted to reconcile the performative contractual obligations with our own research interests and desires. In this sense, the methodology of the project becomes a ‘site of struggle’. Various ‘openings’ have been created in the project to move it beyond a performative focus. One way we have done this is by disrupting conventional educational discourses of learning. Stronach and MacLure suggest that rather than providing certainty through educational research that a better strategy might be ‘…to see how far it can get by failing to deliver simple truths’ (1997, p. 6). While they are referring to commissioned research for the development of educational policy by government, we can see that this is also a useful way for approaching industry contracted research in the field of workplace learning. While contemporary adult learning discourses such as lifelong learning and situated learning have contributed to breaking down the old binaries between work and learning, these discourses do not challenge performative notions of what counts as learning in organisations. We are interested in mobilising the meanings of ‘learning’ and opening up different ways of thinking about learning at work.
The above discussion suggests a unified purpose within the research team, however, the cross-boundary nature of the research team has meant a multiplicity of interests and desires. We have different ideas on what the project should be doing and what we want out of the project. But rather than adopting a research methodology based on consensus, with unified research goals and objectives, we have tried to open-up space in the project for a multiplicity of voices, identities, meanings and narratives (Rooney, Boud, Harman, Leontios, & Solomon, 2003). Having said this, we have still followed the established model of research where researchers: enter the workplace, collect data, analyse the data, and report the findings to our research partner, academic communities and other relevant agencies. But within this structure we have disrupted and made space for different voices. For example there have been different ways of analysing and making sense of the data we have collected. One version adopted an interpretive approach and examined the ‘who we learn from at work’ (Boud & Middleton). Another focused on the discourses of learning and explored the ‘naming of learning at work’ (Boud & Solomon, 2003). Still others used a communities of practice framework (Leontios, Boud, Harman, & Rooney, 2003).
There are many examples from the project of the contested nature of co-produced knowledge. Some of these are referred to in other papers from the project (Rooney et al., 2003; Solomon, Boud, Leontios, & Staron, 2001) while many just do not get written up. Some project stories remain unwritten and only circulate in oral accounts. This is yet another instance of negotiating the political, where some things just can’t be written.
While wanting to disrupt and challenge, there is also the recognition that the members of the research team have ‘business’ interests. For example, the academics are in the business of research where there is a need for ongoing contracts with industry partners, and this is less likely when you are using a ‘methodology of disappointment’! The tensions around ‘disrupting’, ‘contesting’ and ‘resisting closure’ in the ‘Uncovering Learning’ project were foregrounded in the project during feedback sessions with the workgroups. After conducting initial interviews with members from each of the workgroups, feedback sessions were organised to move the project into its second stage, where we would be working with each of the workgroups on a ‘learning’ project. A document was prepared which we presented to the workgroups, not as a document of ‘facts’, but more as a trigger for conversations about their learning. In this sense it was a document that raised questions rather than provide simple truths. It was around this time that dissatisfaction was expressed by some of the workgroups about the project. They felt it was vague and lacked direction. The hybridity and looseness of the project needed to be ‘tightened up’ for us to establish legitimacy with the workgroups. We made a strategic decision to present a coherent story to each of the workgroups in an effort to seduce.
It is important to recognise that when we talk about collaborative partnerships as sites of struggle it is not as simple as drawing an academy/industry divide. Further complexity is added when we take into consideration that one of the ‘we’ writing this paper is also an employee of the partner organisation and representative of the industry partner on the research team. There are struggles around managing the outcomes focus required by your employer while not wanting to restrict the ‘intellectual freedom’ of project team members.
Overall, our reflexive tales point to the political nature of collaborative research. Collaborative partnerships connect multiple stakeholders with different accountabilities. The ‘multiplicities’ within collaborative research produce messiness and uncertainty, but with this ‘messiness’ there is also regulation. This account of the project draws our attention to the tensions around ‘messiness’, hybrid methodologies and regulation, and these tensions provide yet another layer of political complexity.
While the messy research of our collaborative partnership may produce discomfort, for both industry partners and academics, we suggest they are productive. Our hybrid methodology/s have enabled the opening-up of spaces in the research project and the production of knowledge about learning, and researching learning at work. Our reflexivity has enabled us to explore the tensions around co-producing knowledge. We have found these practices ‘useful’ in our performative research context.

Research GroupWork and Learning Research Centre
LanguageEnglish
ConferenceJournal of Vocational Education & Training 5th Conference
Publication process dates
Deposited23 Aug 2011
Completed2003
Output statusPublished
File
Permalink -

https://repository.mdx.ac.uk/item/834zv

Download files

  • 49
    total views
  • 2
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

How does assessment drive learning? A focus on students' development of evaluative judgement
Fischer, J., Bearman, M., Boud, D. and Tai, J. 2024. How does assessment drive learning? A focus on students' development of evaluative judgement. Assessment & Evaluation in Higher Education. 49 (2), pp. 233-245. https://doi.org/10.1080/02602938.2023.2206986
Measuring what learners do in feedback: the feedback literacy behaviour scale
Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D. and Mahoney, P. 2023. Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2240983
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy
Buckingham Shum, S., Lim, L.-A., Boud, D., Bearman, M. and Dawson, P. 2023. A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy. International Journal of Educational Technology in Higher Education. 20 (1). https://doi.org/10.1186/s41239-023-00410-9
Characteristics of productive feedback encounters in online learning
Jensen, L.X., Bearman, M. and Boud, D. 2023. Characteristics of productive feedback encounters in online learning. Teaching in Higher Education. https://doi.org/10.1080/13562517.2023.2213168
Changing representations of student achievement: the need for innovation
Ajjawi, R. and Boud, D. 2023. Changing representations of student achievement: the need for innovation. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2192513
Can students' feedback literacy be improved? A scoping review of interventions
Little, T., Dawson, P., Boud, D. and Tai, J. 2023. Can students' feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2177613
Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education?
Hersh, D. and Boud, D. 2023. Reassessing assessment: what can post stroke aphasia assessment learn from research on assessment in education? Aphasiology. https://doi.org/10.1080/02687038.2022.2163462
The pivotal role of student assessment in work-integrated learning
Boud, D., Costley, C., Cranfield, S., Desai, J., Nikolou-Walker, E., Nottingham, P. and Wilson, D. 2023. The pivotal role of student assessment in work-integrated learning. Higher Education Research & Development. 42 (6), pp. 1323-1337. https://doi.org/10.1080/07294360.2022.2152981
Assessment for inclusion: rethinking contemporary strategies in assessment design
Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P. and Jorre de St Jorre, T. 2023. Assessment for inclusion: rethinking contemporary strategies in assessment design. Higher Education Research & Development. 42 (2), pp. 483-497. https://doi.org/10.1080/07294360.2022.2057451
Feedback encounters: towards a framework for analysing and understanding feedback processes
Jensen, L.X., Bearman, M. and Boud, D. 2023. Feedback encounters: towards a framework for analysing and understanding feedback processes. Assessment & Evaluation in Higher Education. 48 (1), pp. 121-134. https://doi.org/10.1080/02602938.2022.2059446
Digital ethnography in higher education teaching and learning—a methodological review
Jensen, L.X., Bearman, M., Boud, D. and Konradsen, F. 2022. Digital ethnography in higher education teaching and learning—a methodological review. Higher Education. 84 (5), pp. 1143-1162. https://doi.org/10.1007/s10734-022-00838-4
The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries
Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J. and Bartolic, S. 2022. The post‐COVID‐19 future of digital learning in higher education: views from educators, students, and other professionals in six countries. British Journal of Educational Technology. 53 (6), pp. 1750-1765. https://doi.org/10.1111/bjet.13212
Navigating feedback practices across learning contexts: implications for feedback literacy
Malecka, B., Boud, D., Tai, J. and Ajjawi, R. 2022. Navigating feedback practices across learning contexts: implications for feedback literacy. Assessment & Evaluation in Higher Education. 47 (8), pp. 1330-1344. https://doi.org/10.1080/02602938.2022.2041544
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis
Yan, Z., Wang, X., Boud, D. and Lao, H. 2023. The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education. 48 (1), pp. 1-15. https://doi.org/10.1080/02602938.2021.2012644
Understanding feedback in online learning - A critical review and metaphor analysis
Jensen, L.X., Bearman, M. and Boud, D. 2021. Understanding feedback in online learning - A critical review and metaphor analysis. Computers and Education. 173. https://doi.org/10.1016/j.compedu.2021.104271
Fostering student motivation and engagement with feedback through ipsative processes
Malecka, B. and Boud, D. 2023. Fostering student motivation and engagement with feedback through ipsative processes. Teaching in Higher Education. 28 (7), pp. 1761-1776. https://doi.org/10.1080/13562517.2021.1928061
Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys
Winstone, N.E., Ajjawi, R., Dirkx, K. and Boud, D. 2022. Measuring what matters: the positioning of students in feedback processes within national student satisfaction surveys. Studies in Higher Education. 47 (7), pp. 1524-1536. https://doi.org/10.1080/03075079.2021.1916909
What feedback literate teachers do: an empirically-derived competency framework
Boud, D. and Dawson, P. 2023. What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education. 48 (2), pp. 158-171. https://doi.org/10.1080/02602938.2021.1910928
From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature
Winstone, N., Boud, D., Dawson, P. and Heron, M. 2022. From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature. Assessment & Evaluation in Higher Education. 47 (2), pp. 213-230. https://doi.org/10.1080/02602938.2021.1902467
Feedback that works: a realist review of feedback interventions for written tasks
Ajjawi, R., Kent, F., Broadbent, J., Tai, J., Bearman, M. and Boud, D. 2022. Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education. 47 (7), pp. 1343-1356. https://doi.org/10.1080/03075079.2021.1894115
Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure
Ajjawi, R., Dracup, M. and Boud, D. 2021. Hero, survivor or stuck: a narrative analysis of student constructions of persistence after failure. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1952569
El futuro de la evaluación en la educación superior
Ibarra-Saiz, M. S., Rodriguez-Gomez, G., Boud, D., Rotsaert, T., Brown, S., Salinas-Salazar, M. L. and Rodriguez-Gomez, H. M. 2020. El futuro de la evaluación en la educación superior. Revista Electrónica de Investigación y Evaluación Educativa. 26 (1). https://doi.org/10.7203/relieve.26.1.17323
Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía
Boud, D. 2020. Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía. Revista Electrónica de Investigación y Evaluación Educativa. 26 (1). https://doi.org/10.7203/relieve.26.1.17088
The quality of assessment tasks as a determinant of learning
Soledad Ibarra-Saiz, M., Rodriguez-Gomez, G. and Boud, D. 2021. The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education. 46 (6), pp. 943-955. https://doi.org/10.1080/02602938.2020.1828268
Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis
Yan, Z., Brubacher, S., Boud, D. and Powell, M. 2020. Psychometric properties of the self‐assessment practice scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training & Development. 24 (4), pp. 357-373. https://doi.org/10.1111/ijtd.12201
The need to disentangle assessment and feedback in higher education
Winstone, N. and Boud, D. 2022. The need to disentangle assessment and feedback in higher education. Studies in Higher Education. 47 (3), pp. 656-667. https://doi.org/10.1080/03075079.2020.1779687
Impacts of a professional practice doctorate: a collaborative enquiry
Boud, D., Costley, C., Marshall, S. and Sutton, B. 2021. Impacts of a professional practice doctorate: a collaborative enquiry. Higher Education Research & Development. 40 (3), pp. 431-445. https://doi.org/10.1080/07294360.2020.1765744
Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum
Malecka, B., Boud, D. and Carless, D. 2022. Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education. 27 (7), pp. 908-922. https://doi.org/10.1080/13562517.2020.1754784
The development and impact of professional doctorates
Costley, C. and Boud, D. 2021. The development and impact of professional doctorates. in: Malloch, M., Cairns, L., Evans, K. and O'Connor, B. (ed.) The SAGE handbook of learning and work London Sage. pp. 223-238
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
Joughin, G., Boud, D., Dawson, P. and Tai, J. 2021. What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education. 46 (1), pp. 80-91. https://doi.org/10.1080/02602938.2020.1733491
Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement
Soledad Ibarra-Saiz, M., Rodriguez-Gomez, G. and Boud, D. 2020. Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education. 80 (1), pp. 137-156. https://doi.org/10.1007/s10734-019-00469-2
How do students adapt in response to academic failure?
Ajjawi, Rola, Boud, David, Zacharias, Nadine, Dracup, Mary and Bennett, Sue 2019. How do students adapt in response to academic failure? Student Success. 10 (3), pp. 84-91. https://doi.org/10.5204/ssj.v10.i3.1403
Assessment for distinctiveness: Recognising diversity of accomplishments
de St Jorre, T.J., Boud, D. and Johnson, E.D. 2021. Assessment for distinctiveness: Recognising diversity of accomplishments. Studies in Higher Education. 46 (7), pp. 1371-1382. https://doi.org/10.1080/03075079.2019.1689385
Performing standards: A critical perspective on the contemporary use of standards in assessment
Ajjawi, R., Bearman, M. and Boud, D. 2021. Performing standards: A critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education. 26 (5), pp. 728-741. https://doi.org/10.1080/13562517.2019.1678579
Conditions that enable effective feedback
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E. and Mahoney, P. 2019. Conditions that enable effective feedback. Higher Education Research & Development. 38 (7), pp. 1401-1416. https://doi.org/10.1080/07294360.2019.1657807
Persisting students' explanations of and emotional responses to academic failure
Ajjawi, R., Dracup, M., Zacharias, N., Bennett, S. and Boud, D. 2020. Persisting students' explanations of and emotional responses to academic failure. Higher Education Research & Development. 39 (2), pp. 185-199. https://doi.org/10.1080/07294360.2019.1664999
Developing a learning-centred framework for feedback literacy
Molloy, E., Boud, D. and Henderson, M. 2020. Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education. 45 (4), pp. 527-540. https://doi.org/10.1080/02602938.2019.1667955
The usefulness of feedback
Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E. and Mahoney, P. 2021. The usefulness of feedback. Active Learning in Higher Education. 22 (3), pp. 229-243. https://doi.org/10.1177/1469787419872393
Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context
Ajjawi, R., Tai, J., Le Huu Nghia, T., Boud, D., Johnson, L. and Patrick, C. 2020. Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context. Assessment & Evaluation in Higher Education. 45 (2), pp. 304-316. https://doi.org/10.1080/02602938.2019.1639613
The effects of peer judgements on teamwork and self-assessment ability in collaborative group work
Sridharan, B. and Boud, D. 2019. The effects of peer judgements on teamwork and self-assessment ability in collaborative group work. Assessment & Evaluation in Higher Education. 44 (6), pp. 894-909. https://doi.org/10.1080/02602938.2018.1545898
Using principles of authentic assessment to redesign written examinations and tests
Villarroel, V., Boud, D., Bloxham, S., Bruna, D. and Bruna, C. 2020. Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International. 57 (1), pp. 38-49. https://doi.org/10.1080/14703297.2018.1564882
Toward a pedagogy for professional noticing: learning through observation
Rooney, D. and Boud, D. 2019. Toward a pedagogy for professional noticing: learning through observation. Vocations and Learning. 12 (3), pp. 441-457. https://doi.org/10.1007/s12186-019-09222-3
Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia
Winstone, N. and Boud, D. 2019. Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research & Development. 38 (2), pp. 411-425. https://doi.org/10.1080/07294360.2018.1532985
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
Panadero, E., Broadbent, J., Boud, D. and Lodge, J. 2019. Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education. 34 (3), pp. 535-557. https://doi.org/10.1007/s10212-018-0407-8
Threats to student evaluative judgement and their management
Joughin, G., Boud, D. and Dawson, P. 2019. Threats to student evaluative judgement and their management. Higher Education Research & Development. 38 (3), pp. 537-549. https://doi.org/10.1080/07294360.2018.1544227
Does the use of summative peer assessment in collaborative group work inhibit good judgement?
Sridharan, B., Tai, J. and Boud, D. 2019. Does the use of summative peer assessment in collaborative group work inhibit good judgement? Higher Education. 77 (5), pp. 853-870. https://doi.org/10.1007/s10734-018-0305-7
Technology and feedback design
Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M. and Molloy, E. 2018. Technology and feedback design. in: Spector, J.M., Lockee, B.B. and Childress, M.D. (ed.) Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy Springer. pp. 1-45
The development of student feedback literacy: Enabling uptake of feedback
Carless, D. and Boud, D. 2018. The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education. 43 (8), pp. 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
What makes for effective feedback: Staff and student perspectives
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. and Molloy, E. 2019. What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education. 44 (1), pp. 25-36. https://doi.org/10.1080/02602938.2018.1467877
The Influence of professional doctorates on practice and the workplace
Boud, D., Fillery-Travis, A., Pizzolato, N. and Sutton, B. 2018. The Influence of professional doctorates on practice and the workplace. Studies in Higher Education. 43 (5), pp. 914-926. https://doi.org/10.1080/03075079.2018.1438121
Examining the nature and effects of feedback dialogue
Ajjawi, R. and Boud, D. 2018. Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education. 43 (7), pp. 1106-1119. https://doi.org/10.1080/02602938.2018.1434128
Creating an agenda for developing students' evaluative judgement
Boud, D., Dawson, P., Tai, J. and Ajjawi, R. 2018. Creating an agenda for developing students' evaluative judgement. in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 186-195
Conceptualising evaluative judgement for sustainable assessment in higher education
Ajjawi, R., Tai, J., Dawson, P. and Boud, D. 2018. Conceptualising evaluative judgement for sustainable assessment in higher education. in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 7-17
Introduction: what is evaluative judgement?
Dawson, P., Ajjawi, R., Boud, D. and Tai, J. 2018. Introduction: what is evaluative judgement? in: Boud, D., Ajjawi, R., Dawson, P. and Tai, J. (ed.) Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work London Routledge. pp. 1-4
Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action
Ajjawi, R. and Boud, D. 2018. Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action. in: Delany, C. and Molloy, E. (ed.) Learning and Teaching in Clinical Contexts: A Practical Guide Elsevier. pp. 273-285
The potential and paradox of informal learning
Boud, D. and Rooney, D. 2018. The potential and paradox of informal learning. in: Messmann, G., Segers, M. and Dochy, F. (ed.) Informal Learning at Work: Triggers, Antecedents and Consequences Routledge. pp. 134-152
Assessment could demonstrate learning gains, but what is required for it to do so?
Boud, D. 2018. Assessment could demonstrate learning gains, but what is required for it to do so? Higher Education Pedagogies. 3 (1), pp. 54-56. https://doi.org/10.1080/23752696.2017.1413671
Developing evaluative judgement: Enabling students to make decisions about the quality of work
Tai, J., Ajjawi, R., Boud, D., Dawson, P. and Panadero, E. 2018. Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education. 76 (3), pp. 467-481. https://doi.org/10.1007/s10734-017-0220-3
Investigating invisible writing practices in the engineering curriculum using practice architectures
Goldsmith, R., Willey, K. and Boud, D. 2019. Investigating invisible writing practices in the engineering curriculum using practice architectures. European Journal of Engineering Education. 44 (1-2), pp. 71-84. https://doi.org/10.1080/03043797.2017.1405241
Academic artisans in the research university
Brew, A., Boud, D., Lucas, L. and Crawford, K. 2018. Academic artisans in the research university. Higher Education. 76 (1), pp. 115-127. https://doi.org/10.1007/s10734-017-0200-7
Implementing summative assessment with a formative flavour: a case study in a large class
Broadbent, J., Panadero, E. and Boud, D. 2018. Implementing summative assessment with a formative flavour: a case study in a large class. Assessment & Evaluation in Higher Education. 43 (2), pp. 307-322. https://doi.org/10.1080/02602938.2017.1343455
Responding to university policies and initiatives: The role of reflexivity in the mid-career academic
Brew, A., Boud, D., Lucas, L. and Crawford, K. 2017. Responding to university policies and initiatives: The role of reflexivity in the mid-career academic. Journal of Higher Education Policy and Management. 39 (4), pp. 378-389. https://doi.org/10.1080/1360080X.2017.1330819
Navigating the demands of academic work to shape an academic job
Brew, A., Boud, D., Crawford, K. and Lucas, L. 2018. Navigating the demands of academic work to shape an academic job. Studies in Higher Education. 43 (12), pp. 2294-2304. https://doi.org/10.1080/03075079.2017.1326023
Assessment for developing practice
Boud, D. 2010. Assessment for developing practice. in: Higgs, J., Fish, D., Goulter, I., Trede, F. and Reid, J. (ed.) Education for Future Practice Leiden, The Netherlands Brill.
Understanding academics' engagement with research
Brew, A. and Boud, D. 2009. Understanding academics' engagement with research. in: Brew, A. and Lucas, L. (ed.) Academic Research and Researchers Society for Research into Higher Education and Open University Press. pp. 189-203
Producing researchers: the changing role of the doctorate
Lee, A. and Boud, D. 2009. Producing researchers: the changing role of the doctorate. in: Brew, A. and Lucas, L. (ed.) Academic Research and Researchers Society for Research into Higher Education and Open University Press. pp. 96-108
Framing doctoral education as practice
Lee, A. and Boud, D. 2008. Framing doctoral education as practice. in: Boud, D. and Lee, A. (ed.) Changing Practices in Doctoral Education London and New York Routledge. pp. 10-26
Work-based learning, graduate attributes and lifelong learning
Boud, D. and Solomon, N. 2007. Work-based learning, graduate attributes and lifelong learning. in: Hager, P. and Holland, S. (ed.) Graduate Attributes, Learning and Employability Springer.
Reconceptualising academic work as professional practice: implications for academic development
Boud, D. and Brew, A. 2013. Reconceptualising academic work as professional practice: implications for academic development. International Journal for Academic Development. 18 (3), pp. 208-221. https://doi.org/10.1080/1360144X.2012.671771
Reimagining site-walks: sites for rich learning
Rooney, D., Gardner, A., Willey, K., Reich, A., Boud, D. and Fitzgerald, T. 2015. Reimagining site-walks: sites for rich learning. Australasian Journal of Engineering Education. 20 (1), pp. 19-30. https://doi.org/10.7158/D13-011.2015.20.1
Talking up learning at work: cautionary tales in co-opting everyday learning
Boud, D., Rooney, D. and Solomon, N. 2009. Talking up learning at work: cautionary tales in co-opting everyday learning. International Journal of Lifelong Education. 28 (3), pp. 323-334. https://doi.org/10.1080/02601370902799077
Standards-based assessment for an era of increasing transparency
Boud, D. 2017. Standards-based assessment for an era of increasing transparency. in: Carless, D., Bridges, S., Chan, C. and Glofcheski, R. (ed.) Scaling up Assessment for Learning in Higher Education Springer. pp. 19–31
Improving assessment tasks through addressing our unconscious limits to change
Joughin, G., Dawson, P. and Boud, D. 2017. Improving assessment tasks through addressing our unconscious limits to change. Assessment & Evaluation in Higher Education. 42 (8), pp. 1221-1232. https://doi.org/10.1080/02602938.2016.1257689
Refocusing portfolio assessment: Curating for feedback and portrayal
Clarke, J. and Boud, D. 2018. Refocusing portfolio assessment: Curating for feedback and portrayal. Innovations in Education and Teaching International. 55 (4), pp. 479-486. https://doi.org/10.1080/14703297.2016.1250664
How university teachers design assessments: A cross disciplinary study
Bearman, M., Dawson, P., Bennett, S., Hall, M., Molloy, E., Boud, D. and Joughin, G. 2017. How university teachers design assessments: A cross disciplinary study. Higher Education. 74 (1), pp. 49-64. https://doi.org/10.1007/s10734-016-0027-7
Reframing assessment research: Through a practice perspective
Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G. and Molloy, E. 2018. Reframing assessment research: Through a practice perspective. Studies in Higher Education. 43 (7), pp. 1107-1118. https://doi.org/10.1080/03075079.2016.1202913
Taking professional practice seriously: implications for deliberate course design
Boud, D. 2016. Taking professional practice seriously: implications for deliberate course design. in: Trede, F. and McEwan, C. (ed.) Educating the Deliberate Professional: Preparing for Future Practices Cham, Switzerland. Springer. pp. 157–173
The role of research education coordinators in building research cultures in doctoral education
Brew, A., Boud, D. and Malfroy, J. 2017. The role of research education coordinators in building research cultures in doctoral education. Higher Education Research & Development. 36 (2), pp. 255-268. https://doi.org/10.1080/07294360.2016.1177812
How technology shapes assessment design: Findings from a study of university teachers
Bennett, S., Dawson, P., Bearman, M., Molloy, E. and Boud, D. 2017. How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology. 48 (2), pp. 672-682. https://doi.org/10.1111/bjet.12439
Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement
Johnson, C., Keating, J., Boud, D., Dalton, M., Kiegaldie, D., Hay, M., McGrath, B., McKenzie, W., Nair, K., Nestel, D., Palermo, C. and Molloy, E. 2016. Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement. BMC Medical Education. 16. https://doi.org/10.1186/s12909-016-0613-5
Support for assessment practice: developing the Assessment Design Decisions Framework
Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M. and Molloy, E. 2016. Support for assessment practice: developing the Assessment Design Decisions Framework. Teaching in Higher Education. 21 (5), pp. 545-556. https://doi.org/10.1080/13562517.2016.1160217
Enhancing students' learning through simulation: dealing with diverse, large cohorts
Kelly, M., Hopwood, N., Rooney, D. and Boud, D. 2016. Enhancing students' learning through simulation: dealing with diverse, large cohorts. Clinical Simulation in Nursing. 12 (5), pp. 171-176. https://doi.org/10.1016/j.ecns.2016.01.010
Simulation in higher education: A sociomaterial view
Hopwood, N., Rooney, D., Boud, D. and Kelly, M. 2016. Simulation in higher education: A sociomaterial view. Educational Philosophy and Theory. 48 (2), pp. 165-178. https://doi.org/10.1080/00131857.2014.971403
Learning to teach as the development of practice
Boud, D. and Brew, A. 2016. Learning to teach as the development of practice. in: Leibowitz, B., Bozalek, V. and Kahn, P. (ed.) Theorising Learning to Teach in Higher Education Routledge. pp. 77-92
Researching feedback dialogue: An interactional analysis approach
Ajjawi, R. and Boud, D. 2017. Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education. 42 (2), pp. 252-265. https://doi.org/10.1080/02602938.2015.1102863
The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens
Rooney, D., Hopwood, N., Boud, D. and Kelly, M. 2015. The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens. Vocations and Learning. 8 (3), pp. 269-285. https://doi.org/10.1007/s12186-015-9138-z
Research productivity and academics' conceptions of research
Brew, A., Boud, D., Namgung, S., Lucas, L. and Crawford, K. 2016. Research productivity and academics' conceptions of research. Higher Education. 71 (5), pp. 681-697. https://doi.org/10.1007/s10734-015-9930-6
Experience belongs to man
Boud, D. 2014. Experience belongs to man. in: Nehyba, J. and Lazarova, B. (ed.) Reflection vs the Processed Learned Muni Press.
Improving assessment: understanding educational decision-making in practice
Dawson, P., Bearman, M., Bennett, S., Boud, D., Joughin, G. and Molloy, E. 2014. Improving assessment: understanding educational decision-making in practice. Office for Learning and Teaching..
Building local leadership for research education
Boud, D., Brew, A., Dowling, R., Kiley, M., Malfroy, J., Solomon, N. and Ryland, K. 2014. Building local leadership for research education. Office for Learning and Teaching..
Reflective teaching in higher education
Ashwin, P., Boud, D., Coate, K., Hallet, F., Keane, E., Krause, K., Lebowitz, B., MacLaren, I., McArthur, J., McCune, V. and Tooher, M. 2015. Reflective teaching in higher education. Bloomsbury.
The coordination role in research education: emerging understandings and dilemmas for leadership
Boud, D., Brew, A., Dowling, R., Kiley, M., McKenzie, J., Malfroy, J., Ryland, K. and Solomon, N. 2014. The coordination role in research education: emerging understandings and dilemmas for leadership. Journal of Higher Education Policy and Management. 36 (4), pp. 440-454. https://doi.org/10.1080/1360080X.2014.916466
Dilemmas in continuing professional learning: Learning inscribed in frameworks or elicited from practice?
Reich, A., Rooney, D. and Boud, D. 2015. Dilemmas in continuing professional learning: Learning inscribed in frameworks or elicited from practice? Studies in Continuing Education. 37 (2), pp. 131-141. https://doi.org/10.1080/0158037X.2015.1022717
Sustainable assessment revisited
Boud, D. and Soler, R. 2016. Sustainable assessment revisited. Assessment & Evaluation in Higher Education. 41 (3), pp. 400-413. https://doi.org/10.1080/02602938.2015.1018133
Feedback: ensuring it leads to enhanced learning
Boud, D. 2015. Feedback: ensuring it leads to enhanced learning. Clinical Teacher. 12 (1), pp. 3-7. https://doi.org/10.1111/tct.12345
Engineers' professional learning: a practice-theory perspective
Reich, A., Rooney, D., Gardner, A., Willey, K., Boud, D. and Fitzgerald, T. 2015. Engineers' professional learning: a practice-theory perspective. European Journal of Engineering Education. 40 (4), pp. 366-379. https://doi.org/10.1080/03043797.2014.967181
The calibration of student judgement through self-assessment: disruptive effects of assessment patterns
Boud, D., Lawson, R. and Thompson, D. 2015. The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development. 34 (1), pp. 45-59. https://doi.org/10.1080/07294360.2014.934328
What can higher education learn from the workplace?
Boud, D. and Rooney, D. 2015. What can higher education learn from the workplace? in: Dailey-Hebert, A. and Dennis, K. (ed.) Transformative Perspectives and Processes in Higher Education Cham, Switzerland. Springer. pp. 195-209
Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward
Gregory, L., Hopwood, N. and Boud, D. 2014. Interprofessional learning at work: what spatial theory can tell us about workplace learning in an acute care ward. Journal of Interprofessional Care. 28 (3), pp. 200-205. https://doi.org/10.3109/13561820.2013.873774
Shifting views of assessment: from teacher’s business to sustaining learning
Boud, D. 2014. Shifting views of assessment: from teacher’s business to sustaining learning. in: Kreber, C., Anderson, C., Entwistle, N. and McArthur, J. (ed.) Advances and innovations in university assessment and feedback Edinburgh Edinburgh University Press. pp. 13-31
Patterns of resistance in managing assessment change
Deneen, C. and Boud, D. 2014. Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education. 39 (5), pp. 577-591. https://doi.org/10.1080/02602938.2013.859654
Does student engagement in self-assessment calibrate their judgement over time?
Boud, D., Lawson, R. and Thompson, D. 2013. Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education. 38 (8), pp. 941-956. https://doi.org/10.1080/02602938.2013.769198
Engineers’ professional learning: through the lens of practice
Rooney, D., Willey, K., Gardner, A., Boud, D., Reich, A. and Fitzgerald, T. 2013. Engineers’ professional learning: through the lens of practice. in: Williams, B., Figueiredo, J. and Trevelyan, J. (ed.) Engineering Practice in a Global Context: Understanding the Technical and Social CRC Press/Balkema. pp. 265-280
Feedback models for learning, teaching and performance
Molloy, E. and Boud, D. 2014. Feedback models for learning, teaching and performance. in: Spector, J., Merrill, M., Elen, J. and Bishop, M. (ed.) Handbook of Research on Educational Communications and Technology New York, NY. Springer. pp. 413-424
Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity
Brew, A., Boud, D., Lucas, L. and Crawford, K. 2013. Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity. Higher Education. 66 (1), pp. 93-104. https://doi.org/10.1007/s10734-012-9592-6
Rethinking models of feedback for learning: the challenge of design
Boud, D. and Molloy, E. 2013. Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education. 38 (6), pp. 698-712. https://doi.org/10.1080/02602938.2012.691462
Decision-making for feedback
Boud, D. and Molloy, E. 2012. Decision-making for feedback. in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 202-218
Written feedback: what is it good for and how can we do it well?
Jolly, B. and Boud, D. 2012. Written feedback: what is it good for and how can we do it well? in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 104-124
Changing conceptions of feedback
Molloy, E. and Boud, D. 2012. Changing conceptions of feedback. in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 11-33
What is the problem with feedback?
Boud, D. and Molloy, E. 2012. What is the problem with feedback? in: Boud, D. and Molloy, E. (ed.) Feedback in Higher and Professional Education: Understanding it and doing it well London and New York Routledge. pp. 1-10
Problematising practice-based education
Boud, D. 2012. Problematising practice-based education. in: Higgs, J., Barnett, R., Billett, S., Hutchings, M. and Trede, F. (ed.) Practice-Based Education: Perspectives and Strategies Rotterdam, The Netherlands. Sense Publishers. pp. 55-68
Learning organizational practices that persist, perpetuate and change: a Schatzkian view
Price, O., Johnsson, M., Scheeres, H., Boud, D. and Solomon, N. 2012. Learning organizational practices that persist, perpetuate and change: a Schatzkian view. in: Hager, P., Lee, A. and Reich, A. (ed.) Practice, Learning and Change: Practice-theory perspectives on professional learning Dordrecht Springer. pp. 233–247
Creating work: employee-driven innovation through work practice reconstruction
Price, O.M., Boud, D. and Scheeres, H. 2012. Creating work: employee-driven innovation through work practice reconstruction. in: Høyrup, S., Bonnafous-Boucher, M., Hasse, C., Lotz, M. and Møller, K. (ed.) Employee-driven innovation: A new approach London Palgrave Macmillan. pp. 77-91
Learning in-between, across and beyond workplace boundaries: possibilities for human resource development practice
Johnsson, M., Boud, D. and Solomon, N. 2012. Learning in-between, across and beyond workplace boundaries: possibilities for human resource development practice. International Journal of Human Resources Development and Management. 12 (1-2), pp. 61-76. https://doi.org/10.1504/ijhrdm.2012.044200
Re-thinking continuing professional development through changing metaphors and location in professional practices
Boud, D. and Hager, P. 2012. Re-thinking continuing professional development through changing metaphors and location in professional practices. Studies in Continuing Education. 34 (1), pp. 17-30. https://doi.org/10.1080/0158037X.2011.608656
From knowledge acquisition to knowledge production: issues with Australian honours curricula
Manathunga, C., Kiley, M., Boud, D. and Cantwell, R. 2012. From knowledge acquisition to knowledge production: issues with Australian honours curricula. Teaching in Higher Education. 17 (2), pp. 139-151. https://doi.org/10.1080/13562517.2011.590981
Everyday learning at work: communities of practice in TAFE.
Leontios, M., Boud, D., Harman, K. and Rooney, D. 2003. Everyday learning at work: communities of practice in TAFE. The sixth Australian VET Research Association Conference : The Changing Face of VET. Australian Technology Park, Sydney, Australia 09 - 11 Apr 2003
Uncovering learning at work.
Boud, D., Solomon, N., Staron, M., Leontios, M., Rooney, D. and Harman, K. 2003. Uncovering learning at work. Sydney NSW Department of Education and Training/UTS.
Influences on the formation of academics: The role of the doctorate and structured development opportunities
Brew, A., Boud, D. and Un Namgung, S. 2011. Influences on the formation of academics: The role of the doctorate and structured development opportunities. Studies in Continuing Education. 33 (1), pp. 51-66. https://doi.org/10.1080/0158037X.2010.515575
Assessment of osteopaths: developing a capability-based approach to reviewing readiness to practice
Stone, C., Boud, D. and Hager, P. 2011. Assessment of osteopaths: developing a capability-based approach to reviewing readiness to practice. International Journal of Osteopathic Medicine. 14 (4), pp. 129-140. https://doi.org/10.1016/j.ijosm.2011.09.001
Honouring the incomparable: honours in Australian universities
Kiley, M., Boud, D., Manathunga, C. and Cantwell, R. 2011. Honouring the incomparable: honours in Australian universities. Higher Education. 62 (5), pp. 619-633. https://doi.org/10.1007/s10734-011-9409-z
When is it OK to learn at work? The learning work of organisational practices
Scheeres, H., Solomon, N., Boud, D. and Rooney, D. 2010. When is it OK to learn at work? The learning work of organisational practices. Journal of Workplace Learning. 22 (1/2), pp. 13-26. https://doi.org/10.1108/13665621011012825
Researching workplace learning in Australia
Solomon, N. and Boud, D. 2010. Researching workplace learning in Australia. in: Malloch, M., Cairns, L., Evans, K. and O'Connor, B. (ed.) The SAGE Handbook of Workplace Learning London SAGE Publications. pp. 210-223
A community college's performance of ‘organisation’: it's a drag!
Rooney, D., Rhodes, C. and Boud, D. 2010. A community college's performance of ‘organisation’: it's a drag! Studies in the Education of Adults. 42 (1), pp. 18-33. https://doi.org/10.1080/02660830.2010.11661586
Towards an emergent view of learning work
Johnsson, M. and Boud, D. 2010. Towards an emergent view of learning work. International Journal of Lifelong Education. 29 (3), pp. 359-372. https://doi.org/10.1080/02601371003700683
Co-production and health system reform - from re-imagining to re-making
Dunston, R., Lee, A., Boud, D., Brodie, P. and Chiarella, M. 2009. Co-production and health system reform - from re-imagining to re-making. Australian Journal of Public Administration. 68 (1), pp. 39-52. https://doi.org/10.1111/j.1467-8500.2008.00608.x
Working out work: Integrated development practices in organizations
Chappell, C., Scheeres, H., Boud, D. and Rooney, D. 2009. Working out work: Integrated development practices in organizations. in: Field, J., Gallacher, J. and Ingram, R. (ed.) Researching Transitions in Lifelong Learning London and New York Routledge. pp. 175-188
Relocating reflection in the context of practice
Boud, D. 2009. Relocating reflection in the context of practice. in: Bradbury, H., Frost, N., Kilminster, S. and Zukas, M. (ed.) Beyond reflective practice: New approaches to professional lifelong learning London and New York Routledge. pp. 25-36
Re-making jobs: Enacting and learning work practices
Price, O.M., Scheeres, H. and Boud, D. 2009. Re-making jobs: Enacting and learning work practices. Vocations and Learning. 2 (3), pp. 217-234. https://doi.org/10.1007/s12186-009-9025-6
How can practice reshape assessment?
Boud, D. 2008. How can practice reshape assessment? in: Joughin, G. (ed.) Assessment, Learning and Judgement in Higher Education Dordrecht, Netherlands Springer. pp. 29-44
Changing pedagogy: vocational learning and assessment
Boud, D., Hawke, G. and Falchikov, N. 2008. Changing pedagogy: vocational learning and assessment. in: Murphy, P. and McCormick, R. (ed.) Knowledge and Practice: Representations and Identities London SAGE Publications. pp. 125-137
Changing practices of doctoral education
Boud, D. and Lee, A. 2008. Changing practices of doctoral education. London and New York Routledge.
From project supervision to advising: new conceptions of the practice
Boud, D. and Costley, C. 2007. From project supervision to advising: new conceptions of the practice. Innovations in Education and Teaching International. 44 (2), pp. 119-130. https://doi.org/10.1080/14703290701241034
Putting doctoral education to work: challenges to academic practice
Boud, D. and Tennant, M. 2006. Putting doctoral education to work: challenges to academic practice. Higher Education Research & Development. 25 (3), pp. 293-306. https://doi.org/10.1080/07294360600793093
The role of assessment in preparing for lifelong learning: problems and challenges
Falchikov, N. and Boud, D. 2007. The role of assessment in preparing for lifelong learning: problems and challenges. in: Haynes, A. and McDowell, L. (ed.) Balancing Dilemmas in Assessment and Learning in Contemporary Education London and New York Routledge. pp. 87-100
Developing assessment for informing judgement
Boud, D. and Falchikov, N. 2007. Developing assessment for informing judgement. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 181-197
Assessment and emotion: the impact of being assessed
Falchikov, N. and Boud, D. 2007. Assessment and emotion: the impact of being assessed. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 144-156
Reframing assessment as if learning was important
Boud, D. 2007. Reframing assessment as if learning was important. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 14-26
Introduction: assessment for the longer term
Boud, D. and Falchikov, N. 2007. Introduction: assessment for the longer term. in: Boud, D. and Falchikov, N. (ed.) Rethinking assessment for higher education: Learning for the longer term London Routledge. pp. 3-13
Creating a ‘world class’ program: reciprocity and constraint in networked global collaboration
Boud, D., Dahlgren, L., Dahlgren, M., Larsson, S., Sork, T. and Walters, S. 2006. Creating a ‘world class’ program: reciprocity and constraint in networked global collaboration. International Journal of Lifelong Education. 25 (6), pp. 609-622. https://doi.org/10.1080/02601370600989327
The in-between: exposing everyday learning at work
Solomon, N., Boud, D. and Rooney, D. 2006. The in-between: exposing everyday learning at work. International Journal of Lifelong Education. 25 (1), pp. 3-13. https://doi.org/10.1080/02601370500309436
Combining work and learning: the disturbing challenge of practice
Boud, D. 2006. Combining work and learning: the disturbing challenge of practice. in: Edwards, R., Gallacher, J. and Whittaker, S. (ed.) Learning Outside the Academy: International Research Perspectives on Lifelong Learning London Routledge. pp. 77-89
Aligning assessment with long-term learning
Boud, D. and Falchikov, N. 2006. Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education. 31 (4), pp. 399-413. https://doi.org/10.1080/02602930600679050
'Aren’t we all learner-centred now?': the bittersweet flavour of success
Boud, D. 2005. 'Aren’t we all learner-centred now?': the bittersweet flavour of success. in: Ashwin, P. (ed.) Changing Higher Education: The Development of Learning and Teaching London Routledge. pp. 19-32
Assessment and the promotion of academic values
Boud, D. 1990. Assessment and the promotion of academic values. Studies in Higher Education. 15 (1), pp. 101-111. https://doi.org/10.1080/03075079012331377621