Publications
Note: book chapters, journal articles and other academic publications are listed on individual staff members’ web-pages
Policy and applied researchSocial Capital in Theory and Practice
A report which explores the use of social capital theory in understanding educational advantage/disadvantage from a public policy development perspective.
Participation and Equity
A review of the participation in higher education of people from low socioeconomic backgrounds and Indigenous people.
Globalisation and Higher Education
A research and policy report prepared for the Organisation for Economic
Cooperation and Development, OECD, Paris, 6 July 2007
Federal/state relations in education and the 2006 Work Relations case
A paper presented at an Institute of Public Administration Australia (IPAA) & Academy of Social Sciences Australia (ASSA) Policy Roundtable on Federalism, 17-18 May 2007 (Marginson)
Partnerships, Pathways and Policies - Improving Indigenous Education Outcomes (2007).
A report, prepared for the Indigenous Higher Education Advisory Council, on the Second Annual Indigenous Higher Education Conference, 18-19 September 2006.
Pathways and barriers: Indigenous schooling and vocational education and training participation in the Goulburn Valley region (2007).
A study for the National Council for Vocational Education Research.
Australian University Student Finances (2006).
A report prepared from a national survey of students in public universities. Commissioned by the Australian Vice-Chancellors' Committee. Also available as a summary paper.
The Preparation of Mathematics Teachers in Australia: Meeting the Demand for Suitably Qualified Mathematics Teachers in Secondary Schools (2006).
A national study of mathematics teaching in Australian secondary schools for the Australian Council of Deans of Science. The study extends and complements the earlier CSHE study, Who's Teaching Science?
Recommendations for the Management of an Expanded Program of Awards for University Teaching (2005).
This report was prepared for the Carrick Institute for Learning and Teaching in Higher Education to provide recommendations to the Institute for the effective organisation and management of the expanded higher education teaching awards program.
Carrick Awards for Australian University Teaching: Proposal for Selection Criteria and Nomination Guidelines (2005).
A report prepared to provide advice to the Board of the Carrick Institute for Learning and Teaching in Higher Education on the possible structure and operation of the expanded teaching awards program announced in Our Universities: Backing Australia’s Future.
The First Year Experience in Australian Universities: Findings from a Decade of National Studies (2005).
The report provides information for the first time on changes over a ten year period in the attitudes and experiences of first year students in Australian universities. Funded by the Higher Education Innovation Programme, Department of Education, Science and Training (DEST).
Who's Teaching Science? Meeting the Demand for Qualified Science Teachers in Australian Secondary Schools (2005).
A national study of science teaching in Australian secondary schools for the Australian Council of Deans of Science.
Longitudinal Evaluation of the STAR Peer Tutoring Programme, Murdoch University (2005-2006)
An independent evaluation of the Science Technology Awareness Raising (STAR) programme, a Perth-based university-to-school program. Funded by Social Ventures Australia and AMP Youth Boost .
Analysis of Equity Groups in Higher Education 1991-2002 (2004).
A national research project analysing the performance of equity groups and whether the definitions of equity groups are still appropriate. Commissioned by the Department of Education, Science and Training (DEST).
Development of the Course Experience Questionnaire (CEQ) ( 2001).
The project was commissioned by the Department of Education, Science and Training (DEST) in response to growing concerns that important dimensions of the student experience were not tapped by the CEQ. An extended form of the existing CEQ is prepared to include measures of the broader aspects of the student experience while maintaining the integrity of the existing instrument. Executive summary
Managing Study and Work (2002).
The extent to which students combine full-time enrolment with substantial hours of paid work has emerged as an issue of considerable complexity for Australian universities. Institutional responses need to address how the educational experiences of students can be structured to enhance the learning outcomes. Executive summary
Non-Completion in Vocational Education and Training and Higher Education: A Literature Review Commissioned by the Department of Education Training and Youth Affairs (2000).
Aims to provide a comprehensive account of the Australian experience of non- retention in vocational and higher education with supporting material from the United States and the United Kingdom.
The Organisation of the Academic Year: Trends, Implications and Issues (2002).
A detailed analysis of how a restructure of the University year into trimesters may impact on the core activities of the university – teaching, learning and research. Key issues to be considered are possible effects on sequential learning, student intellectual development and maturation, student on-campus experience and the nature of academic work. Commissioned by the Department of Education, Science and Training (DEST). Executive summary
Socioeconomic Background and Higher Education Participation: an Analysis of School Students’ Aspirations and Expectations (2002).
The report is concerned with an underrepresented group in higher education – those people from low socio-economic backgrounds. The project uses data from students surveyed across all socio-economic strata allowing a comparison of different attitudes and expectations of young people towards higher education. Funded by the Evaluations and Investigations Programme, Department of Education, Science and Training (DEST). Executive summary
TAFE, University or Work? The Early Preferences and Choices of Students in Years 10.11 and 12 (2000).
The report investigates the attitudes and aspirations of school students regarding post-secondary education and work. Students across urban, rural and isolated regions and all socio-economic strata are surveyed. A report for the National Council of Vocational Education Research (NCVER), 2000.
Transition from Secondary to Tertiary: A Performance Study (1999).
The project involves three coordinated studies which aim to identify and develop measures contributing to successful secondary to tertiary transitions. Funding rewards are investigated for institutions which most successfully handle the transition.
Trends in the First Year Experience in Australian Universities (2000).
This study of over 4000 students provides a unique database from which to examine 5-year trends in student attitudes and behaviour in their first year at university, patterns of adjustment to university study, and the quality of the experience provided by universities. Funded by the Evaluations and Investigations Programme, Department of Education, Science and Training (DEST). Executive summary
What Did You Do With Your Science Degree? (2000).
An investigation of a range of issues related to the employment opportunities, graduate destinations and career structures of Science graduates from Australian universities. Prepared for the Australian Council of Deans of Science (ACDS).
The Work Roles of Academics in Australian Universities (1999).
This report was commissioned by DETYA as part of an ongoing project monitoring the changing work roles and values of the academic profession in Australia. The main purpose is to identify trends in the work roles and outlooks of academics in Australian universities over the last five years. Executive summary
International research and policy reports
Marginson, S., Weko, T., Channon, N., Luukkonen, T. & Oberg, J. – Thematic Review of Tertiary Education: The Netherlands, Country Note, Directorate of Education, Education and Training Policy Division, OECD, Paris, OECD (2007)
Marginson, S. & van der Wende, M. (2006) Globalisation and Higher Education, draft paper prepared for the Organisation for Economic Cooperation and Development, OECD, Paris
Marginson, S. & McBurnie, G. – Cross-border post-secondary education in the Asia-Pacific region, for OECD, Internationalisation and Trade in Higher Education, OECD, Paris, pp. 137-204 (2004)
Academic resources for teaching and learning
Bioassess: Enhancing Assessment in the Biological Sciences - ideas and resources for university educators (2007).
The bioassess website presents a comprehensive picture of assessment practice and learning priorities in the biological sciences. It incorporates specific examples drawn from undergraduate courses in a diverse arrary of life science disciplines, and provides strategies and tips to guide good practice in assessment. While having a focus on the biological sciences, the bioassess site has much wider application and covers topics of relevance to all disciplines.
Interdisciplinary higher education: Implications for teaching and learning (2007).
This paper explores the ideas of disciplinarity, multidisciplinarity, cross-disciplinarity and interdisciplinarity in higher education with a particular focus on the challenges for teaching and learning. Definitions of the various types of disciplinarity are proposed and the differences between these terms highlighted. But, more importantly, some of the pedagogical and epistemological implications of moving towards more interdisciplinary higher education are discussed.
Teaching International Students: Strategies to Enhance Learning (2006).
This document contains practical suggestions for teaching strategies that will assist the University's international students. While research has highlighted that the educational expectations of international students are as diverse as those of domestic students, conclusions can be drawn about the particular challenges facing international students.
The Teaching-Research Nexus (2005). Teaching-Research Nexus Website
The University of Melbourne strives to achieve an enriching nexus between research, learning and teaching. This document encourages consideration of ways in which the research-teaching nexus can be continually broadened and enhanced. Adopted by the Academic Board in 2005.
Guide for Reviewing Assessment (2005).
A question-based checklist of the fundamental aspects of effective assessment primarily designed for use by coordinators of subjects and courses. Also useful to those involved in assessment design, practice or policy development.
It is recommended that the PDF version be used for general distribution of this document. Double-sided printing is recommended.
The Guide for Reviewing Assessment was developed for the University of Melbourne but permission is granted for copying, distribution and use by other institutions, with appropriate acknowledgement.
Some users may elect to replace the examples with ones they believe best illustrate thoughtful and practical approaches to assessment relevant to their disciplines and teaching and learning environments. Any such modifications must be clearly identified as such on the modified MSWord version.
Understanding and Promoting Student Engagement in University Learning Communities (2005).
This paper uses national student experience data to challenge some of the thinking about student engagement, including how ‘engagement’ is defined and fostered. Strategies are identified for understanding, monitoring and promoting community engagement within and beyond the classroom.
Assessing Learning in Australian Universities (2002).
A national study of assessment issues and practices including assessment of international students, the use of online assessment, and strategies for minimising plagiarism. Prepared for the Australian Universities Teaching Committee.
Nine Principles Guiding Teaching and Learning in the University of Melbourne (2002,revised 2007).
Nine educational principles underpin the University of Melbourne 's learning and teaching objectives. This statement on the scholarship of teaching and learning in a research-led University is a reference guide to good practice and University of Melbourne resources. Adopted by the Academic Board in 2002.
Tutoring and Demonstrating: A Guide for the University of Melbourne (1997).
A guide to assist early career academics to become effective teachers, recognising that tutors and demonstrators play an active role in students’ academic progress and satisfaction with life on campus. Included are ideas to suit a variety of subject disciplines and personal approaches to teaching.