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Reading list for Inclusive Practice in WIL as at 10 October, 2015

1) Work-integrated Learning – general

Atchison, M., Pollock, S., Reeders, E., & Rizzetti, J. (2002).

Work integrated learning paper. Melbourne, Vic: RMIT. Retrieved from: mams.rmit.edu.au/a0o4e48729rdz.pdf

Billett, S. (2011). Final report: Curriculum and pedagogic bases for effectively integrating practice-based experiences. Griffith University.

Retrieved from http://www.olt.gov.au/resources?text=billett

Billett, S. (2009). Developing agentic professionals through practice-based pedagogies: final report. Sydney, Australia: Australian Learning and Teaching Council. Retrieved from: http://www.olt.gov.au/resource-library?text=billett

Billett, S. (2009). Realising the educational worth of integrating work experiences in higher education. Studies in Higher Education, 34(7), 827 –843.

Braunstein, L.A., & Loken, M.K. (2004).

Benefits of cooperative education for employers. In R.K. Coll &. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning (pp. 237‐245). Boston: World Association for Cooperative Education.

Coll, R.K & Eames, C (Eds.) (2011). International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning Second Edition. Boston: World Association for Cooperative Education.

Cooper, L. (2011). Cooperative and work-integrated education in social work. In R. K. Coll & C. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning Second Edition (pp. 243-248). Boston: World Association for Cooperative Education.

Cooper, L., Orrell, J., & Bowden, M. (2010).

Work Integrated learning: A guide to effective practice. London: Routledge.

Coulson, D & Harvey, M. (2012). Scaffolding student reflection for experience-based learning: a framework. Teaching in Higher Education,18(4), 401-

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413.

Creedy, D & Henderson, A. (2009). Final Report: Leading for Effective partnering in clinical contexts. Canberra: Australian Learning and Teaching Council.

Drennan, J. (2002). An evaluation of the role of the clinical placement coordinator in student nurse support in the clinical area. Journal of Advanced Nursing, 40(4), 475-483.

Dressler, S., & Keeling, A. (2011). Benefits of cooperative and work-integrated education for students. In R. K. Coll & C. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning Second Edition (pp. 261-276). Boston: World Association for Cooperative Education.

Ferns, S., Campbell, M., & Zegqaard, K. (2014).

Work Integrated Learning. In Sonia Ferns (Ed), HERDSA Guide: Work Integrated Learning in the Curriculum (pp.1-6). Australia: Higher Education Research and Development Society of Australasia.

Ferns, S., Russell, L., Smith, C., & Cretchley, P. (2014).

The Impact of Work Integrate Learning on Student Work-Readiness. Retrieved 1st June, 2015, from http://www.olt.gov.au/resource-impact-work-integrated-learning-student-work-readiness

Fleming, J., & Hickey, C. (2013). Exploring cooperative education partnerships: a case study in sport tertiary education. Asia-Pacific Journal of Cooperative Education, 14(3), 209-221.

Hamshire, C., Willgross, T., & Wibberley, C. (2012).

Should I stay of should I go? A study exploring why healthcare students consider leaving their program. Nurse Education, 33, 889-895.

Hoskyn, K., & Martin, A. (2011). Cooperative and work-integrated education in business. In R. K. Coll & C. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning Second Edition (pp. 173-178). Boston: World Association for Cooperative Education.

Jackson, D. (2014). Employability skill development in work integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. Online First. doi: 10.1080/03075079.2013.842221

Johnston, D, H. (2010). Losing the joy: student teachers’ experiences of problematic relations with host teachers on school placement. Teacher Development, 14(2), 307-320.

Koppi, T., Ogunbona, P., Armarego, J., Bailes, P., Hyland, P., McGill, T., Naghdy, F., Naghdy, G., Pilgrim, C., & Roberts, M. (2013).

Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers: Final Report. Sydney: Office for Learning and Teaching. Retrieved from http://www.olt.gov.au/resources?text=Ogunbona

Lynch, D., & Smith, R. (2012). Teacher education partnerships: an Australian research-based perspective. Australian Journal of Teacher Education,

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37(11), 131-146.

Mills, N., Baguley, J., Coleman, G & Meehan, M. (2009).

Enhancing Communication and Life Skills in Veterinary Students: Curriculum Development and Assessment of Methods. Final Report, 2009. Sydney: Australian Learning and Teaching Council. Retrieved from: http://www.olt.gov.au/resource-library?text=Veterinary+students

Nash, R., Sacre, S., Lock, J & Ross, D. (2011).

Enhancing student learning in the workplace through developing the leadership capabilities of clinical supervisors in the nursing discipline. Final Report. Australian Learning and Teaching Council Ltd: Australian Government Department of Education, Employment and Workplace Relations. Retrieved from: http://www.olt.gov.au/resource-library

Owen, S., & Stupan, I. (2008). Experiential placements in pharmacy: quality indicators for best practice approaches to experiential placements in pharmacy programs’. Final Report. Strawberry Hills: Carrick Institute for Learning and Teaching in Higher Education. Retrieved from: http://www.olt.gov.au/resource-library?text=Stupans

Patrick, C-j., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008).

The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]. Brisbane: Queensland University of Technology. Retrieved from: www.altc.edu.au and www.acen.edu.au

Peach, D., Larkin, I., & Ruinard, L. (2012).

High-risk, high-stake relationships: building effective industry-university partnerships for Work Integrated Learning (WIL). In Campbell, M. (Ed.) Collaborative Education: Investing in the future – Proceedings of the 2012 ACEN National Conference, (pp. 230-236). Perth, 29 October – 2 November, 2012. Retrieved from: http://acen.edu.au/2012conference/wp-content/uploads/2012/11/ACEN-2012-National-Conference-Proceedings.pdf

Rowe, A., Mackaway, J., & Winchester-Seeto, T. (2012).

‘But I thought you were doing that’ – Clarifying the role of the host supervisor in experience-based learning. Asia-Pacific Journal of Cooperative Education, 13(2), 115-134.

Savage, S., Betts, M., Bow, L., Davis, R & Miller, E. (2010).

Final Report: Professional education in built environment and design. Australian Learning and Teaching Council. Strawberry Hills, Australia.

Smedley, A. & Morey, P. (2010). 'Improving learning in the clinical nursing environment: perceptions of senior Australian Bachelor of Nursing students', Journal of Research in Nursing, 15(1), 75-88.

Smedley, A., Morey, P., & Race, P. (2010).

Enhancing the knowledge, attitudes, and skills of preceptors: An Australian perspective. Journal of Continuing Education in Nursing, 41(10), 451-461.

Smith, Judith E., & Smith, Raymond. (2010).

Work integrated learning: an industry partners’ perspective. In Proceedings of Australian Vocational Education and Training Research Association (AVETRA), AVETRA, Gold Coast, Qld.

Smith, R., Mackay, D., Jolt, D., & Challis, D. (2006).

Seeking Industry Perspectives to Enhance Experiential Education in University- Industry Partnerships: Going Beyond

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Mere Assumptions. Asia-Pacific Journal of Cooperative Education, 7(2), 1-9.

Smith, M., Brooks, S., Lichtenberg, A., McIlveen, P., Torjul, P & Tyler, P. (2009).

Career Development Learning: maximising the contribution of work-integrated learning to the student experience. [Australian Learning and Teaching Council] Final Project Report June 2009. Wollongong: University of Wollongong, Careers Central, Academic Services Division. Retrieved from : http://www.olt.gov.au/resource-library?text=work+experience

Spencer, R. (2007). Your place or mine? Evaluating the perspectives of the practical legal training work experience placement through the eyes of the supervisors and the students. International Education Journal, 8(2), 365-376.

Van Rooijen, M. (2011). Transforming 21st Century Corporate-University Engagement: From Work-Integrated Learning (WIL) to Learning-Integrated Work (LIW). The Journal of Cooperative Education and Internships, 45(1), 5-10.

Todd, A., & Lay, T. (2011). Cooperative and work-integrated education in engineering. In R. K. Coll & C. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning Second Edition (pp. 111-122). Boston: World Association for Cooperative Education.

Ure, C., Gough, A & Newton, R. (2009).

Practicum Partnerships: Exploring models of practicum organisation in teacher education for a standards based profession. Canberra, Australian Learning and teaching Council.

Usher, A. (2012). Victoria University learning in the workplace and community: Connecting partners, connecting fields, connecting learning. Asia-Pacific Journal of Cooperative Education, 13(1), 13-22.

Wilton, N. (2012). The impact of work placements on skill development and career outcomes for

business and management graduates. Studies in Higher Education 37(5), 603–20.

Winchester-Seeto, T., Mackaway, J., Coulson, D., & Harvey, M. (2010).

‘But how do we assess it?’ An analysis of assessment strategies for learning through participation (LTP), Asia-Pacific Journal of Cooperative Education, 11(3), 67-91.

Zegwaard, K. E., & Laslett, R.L. (2011).

Cooperative and work-integrated education in science. In R. K. Coll & C. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning Second Edition (pp. 101-110). Boston: World Association for Cooperative Education.

Zepke, N. & Leach, L. (2007). Improving student outcomes in higher education: New Zealand teachers' views on teaching students from diverse backgrounds. Teaching in Higher Education, 12(5-6), 655-668.

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2) Access, equity and issue of inclusivity in WIL

Brough, M., Correa-Velez, I., Crane, P.R., Johnston, E & Marston, G. (2015).

Balancing the Books: An Assessment of Financial Stress Associated with Social Work and Human Service Student Placements is now available via ePrints following this link http://eprints.qut.edu.au/82024/

Carter, L., Winchester-Seeto, T & Mackaway, J. (2014).

Socially inclusive practice in PACE: Meeting the needs of specific learners in PACE units – Information and Resources for Practitioners. North Ryde: Macquarie University. Retrieved from http://staff.mq.edu.au/teaching/curriculum_assessment/pace/resources/effective_curriculum/

Gair, S., Miles, D., Savage, D., & Zushowski, I. (2014).

Racism Unmasked: The Experiences of Aboriginal and Torres Strait Islander Students in Social Work Field Placements. Australian Social Work, 1-19.

Gribble, C. (2014). Employment, Work Placements & Work Integrated Learning of International Students in Australia. International Education Research Network, Research Digest 2 (June 2014). Retrieved from: http://www.ieaa.org.au/documents/item/257

Harrison, G. (2013). Fair go in the field: inclusive field education for international students in the social sciences: Final Report. Sydney: Office for Learning and Teaching and Department of Industry, Innovation, Science, Research and Tertiary Education.

Hicks, H., & Swain, P. (2007). Direct, facilitate, enable – juxtaposition of the duty of care and the duty of disclosure in social work field education, Social Work Education, 26(1), 69-85

Lyler, R., & Reese, M. (2013). Ensuring student success: establishing a community of practice for culturally and linguistically diverse pre-service teachers. Australian Journal of Teacher Education, 38(3), 27-40.

Leon, L. (2010). Achieving successful work-integrated learning (WIL) for students with disabilities. In Campbell, M. (Ed.) Work Integrated Learning – Responding to Challenges: Proceedings of the 2010 ACEN National Conference, (pp. 251-261). Perth, September 29 – October 1, 2010.Retrieved from: http://www.acen.edu.au/conferences/archive/ACEN-2010-Proceedings.pdf

Lilley, K., Nulty, D., & Stewart, D. (2008).

Work-integrated learning (WIL): Developing an evidence-based support framework for international students. Retrieved 20 March, 2012, from http://services.eng.uts.edu.au/userpages/brucem/public_html/icel2/1/icel/Papers/76_Paper.pdf

McAuliffe, D., Boddy, J., McLennen, V & Stewart, V. (2012).

Keeping the door open: exploring experiences of, and responses to, university student who disclose mental illness. Journal of Social Inclusion, 3(1), 117-129.

Mackaway, J., Winchester-Seeto, T., Responding to student diversity: strategies for placing WIL students. In Zegwaard, K. E. (Ed.) Strategic directions in

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& Rowe, A. (2013). cooperative education - Proceedings of the 16th

New Zealand Association for Cooperative Education Conference, 21-23 of April, 2013, (pp. 15-18). AUT University, Manukau Campus, Auckland, New Zealand. Retrieved from: http://www.nzace.ac.nz/conferences/papers/Proceedings_2013.pdf

Mackaway, J., Winchester-Seeto., & Carter, L. (2014).

Work-integrated learning and the ‘inclusive’ challenge of preparing a diverse student cohort for the world beyond the academy. In A. Kwan, E. Wong, T. Kwong, P. Lau & A. Goody (Eds.), Research and Development in Higher Education: Higher Education in a Globalized World, 37 (pp. 226 - 236). Hong Kong, 7 – 10 July 2014.

Marchioro, G., Ryan, M.M., & Cripps, S (2011)

Student enfranchisement in business undergraduate studies. Asia-Pacific Journal of Cooperative Education, 12(2), 103-110.

McEwen, C., & Trede, F. (2014). The value of workplace learning in the first year for university students from under-represented groups. Asia-Pacific Journal of Cooperative Education, 15(1), 55-67.

Mills, J., Ayre, M., & Gill, J. (2012). Gender inclusive curriculum in engineering and construction management. Final Report. Retrieved from: http://www.olt.gov.au/resource-library?text=Mills

Moore, K., Ferns, S., & Peach, D. (2012).

The ACEN Student Scholarship: A profile of financial hardship and Work Integrated Learning. In Campbell, M. (Ed.) Collaborative Education: Investing in the future – Proceedings of the 2012 ACEN National Conference, (pp. 201-212). Perth, 29 October – 2 November, 2012. Retrieved from : http://acen.edu.au/2012conference/wpcontent/uploads/2012/11/ACEN-2012-National-Conference-Proceedings.pdf

Morris, D.K., & Turnbull, P.A. (2007). The disclosure of dyslexia in clinical practice: Experiences of student nurses in the United Kingdom. Nurse Education Today , 27, 35–42

Murray, D., Blackmore, J., Gribble, C., & Hall, R. (2012).

Internships and work placement opportunities for international students in Victoria. Melbourne: International Education Association of Australia.

Nash, R (2011). Promoting resilience and effective workplace functioning in international students in health courses: Final Report 2011. Sydney: Australian Learning and Teaching Council.

Orchard, C., Didham, P., Jong, C. & Fry, J. (2010).

Integrated nursing access program: An approach to prepare Aboriginal students for nursing careers. International

Journal of Nursing Education Scholarship, 7(1), 1-21.

Ranzijn, R., Nolan, W., McConnochie, K., Hodgson, L., Spurrier, W., & Passmore, G. (2008).

Disseminating strategies for incorporating Australian Indigenous content into psychology undergraduate programs

throughout Australia (Final report). Sydney: ALTC.

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Razack, N. (2001) Diversity and difference in the field education encounter: Racial minority students in the practicum, Social Work Education: The International Journal, 20:2, 219-232.

Reedy, A., Prescott, D., & Giles, W. (2011).

Cooperative and Work-integrated Education and Indigenous Peoples. In R. Coll & Z. Zegwaard (Eds.), International Handbook for Cooperative and Work-integrated Education: international perspectives of theory, research and practice (pp. 321-329). Boston: World Association for Cooperative Education.

Ryan, J., & Jones, M. (2012). Pre-service teacher education partnerships: creating an effective practicum model for rural and regional preservice teachers. Final Report. Sydney, Office for Learning and Teaching and Department of Industry, Innovation, Science, Research and Tertiary Education.

Smigiel, H., & MacLeod, C. (2008). Linking work and learning: pedagogical implications. In Work Integrated Learning (WIL): Transforming Futures, E-

Proceedings from the WACE Asia Pacific Conference, 30 Sept to 3 October, 2008, Manly, Australia. Retrieved from:

http://www.acen.edu.au/resources/docs/WACE_ACEN_Asia_Pacific_Conference_2008_E-Proceedings-

1.pdf#page=508

Smith, C. (2012). Evaluating the quality of work-integrated learning curricula: A comprehensive framework. Higher Education Research and Development 31(2), 247–62.

Spooner-Lane, Tangen & Campbell, M. (2011).

The complexities of supporting Asian international pre- service teachers as they undertake practicum. Asia Pacific Journal of Teacher Education, 37(1), 79-94.

Welch, B., Vo-Tran, H., Pittayachawan, S., & Reynolds, S. (2012).

Crossing borders: Evaluating a Work Integrated Learning project involving Australian and Vietnamese students. Australian Academic & Research Libraries, 43(2), 121-134.

Wray, J., Aspland, J., Taghzouit, J & Pace, K. (2012).

Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): Embedding specialist study skills into a core module. Nurse Education Today. 33, 602–607.

3) Access, equity and issues of inclusivity in higher education

Anning, B. (2010). Embedding an Indigenous graduate attribute into University of Western Sydney’s courses. The Australian Journal of Indigenous Education, 39(Supplement), 40-52.

Asmar, C. (2011). Indigenous teaching and learning at Australian universities: developing research based exemplars for good practice. Final Report. Sydney, Australia: Australian Learning and Teaching Council. Retrieved from:

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http://www.olt.gov.au/resource-library?text=Asmar

Brown, N., West, M., & Payne, T. (2010).

Creating accessible teaching and support (CATS). Final Report. Sydney: Australian Learning and Teaching Council. Retrieved from: http://www.olt.gov.au/resources/good-practice?text=Brown

Burgstahler, S. (2012). Designing instructions to maximize the learning of all students. Washington: University of Washington. Retrieved from: http://www.washington.edu/doit/Brochures/Academics/instruction.html

Cocks, T & Stokes, J. (2013). Policy in practice: a case study of widening participation in Australian higher education. Widening Participation and Lifelong Learning, 15(1), 22-38.

Clegg, S., Bradley S & Smith, K. (2006).

I've had to swallow my pride: help seeking and self‐esteem, Higher Education Research & Development, 25(02), 101-113, DOI: 10.1080/07294360600610354

Devlin, M. (2013). Bridging socio-cultural incongruity: conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, 38(6), 939-949

Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (2012).

Effective teaching and support for students from low socio economic backgrounds: a resource for Australian higher education. Sydney: Office for Learning and Teaching Department of Industry, Innovation, Science, Research and Tertiary Education. Retrieved from: http://www.olt.gov.au/resources/good-practice?text=Devlin

Devlin, M & McKay, J (2011). Inclusive teaching and support of university students from low socioeconomic status backgrounds: a brief discussion paper. Higher Education Research Group, Deakin University, Australia.

European Agency for Development in Special Needs Education (2009).

Key Principles for Promoting Quality in Inclusive Education – Recommendations for Policy Makers. Odense, Denmark: European Agency for Development in Special Needs Education. Retrieved from: https://www.european-agency.org/

Gale, T. (2010). Towards socially inclusive teaching and learning in higher education. 2010 Occasional Papers on Learning and Teaching at UniSA – Paper 2. Retrieved from: http://ura.unisa.edu.au/R/?func=dbin-jump-full&object_id=58041

Gale, T & Hodge, S. (2014). Just imaginary: delimiting social inclusion in higher education. British Journal of Sociology of Education, 35(5), 688-709.

Gidley, J., Hampson, G., Wheeler, L & Bereded-Samuel, E. (2010).

Social inclusion – context, theory and practice. Australian Journal of University-Community Engagement. 5(1), 6-36. Retrieved from : http://www.engagementaustralia.org.au/uploads/vol5_no1_2010.pdf

Goldingay, S., Ryan, J., Nihill, C., Hitch, D., Hosken, N., Macfarlane, S., Lamaro, G & Farrugia, D. (2012).

The multidimensional framework for embedded academic skills development, in HERDSA 2012: Proceedings of the 35th HERDSA Annual International Conference: Connections in Higher Education, HERDSA, Hobart, Tas., pp. 1-2.v

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Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. York: HEA. Retrieved from: http://www.heacademy.ac.uk/evidencenet

Hughes, K. (2015). The social inclusion meme in higher education: are universities doing enough? International Journal of Inclusive Education, 19(3), 303-313.

James, R., Bexley, E., Anderson, A., Devlin, M., Garnett, R. Marginson, S., & Maxwell, L. (2008).

Participation and equity: a review of the participation in higher education of people from low socioeconomic backgrounds and Indigenous people. Melbourne: Centre for the Study of Higher Education.

Kilpatrick, S & Johns, S. (2014). Institutional responses to social inclusion in Australian Higher Education: responsible citizenship or political pragmatism? Widening Participation and Lifelong Learning 16(2), 27-45.

Macfarlane, K. (2010). Social inclusion policy: producing justice of retribution? Journal of Social Inclsuion, 1(2), 133-149.

Mak, A. S & Carter, M.C. (2013). Internationalisation at home: enhancing intercultural capabilities of business and health teachers, students and curricula. Final Report. Sydney: Office for Learning and Teaching, Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education. Retrieved from: http://www.olt.gov.au/resource-library?text=Mak

Norton, A. (2013). Keep the caps off! Student access and choice in higher education, Grattan Institute, Melbourne. Retrieved from: www.gratten.edu.au

Peters, M & Besley, T. (2014). Social exclusion/inclusion: Foucault’s analysis of exclusion, the political ecology of social inclusion and the legitimation of inclusive education. Open Review of Educational Research, 1(1), 99-115.

Powney, J. (2002). Successful student diversity: case studies of practice in learning and teaching and widening participation. 2002/48: Higher Education Funding Council for England (HEFCE).

Rizvi, F & Lingard, B. (2011). Social equity and the assemblage of values in Australian higher education. Cambridge Journal of Education, 41(1), 5-22.

Trounson, A., (2013, November 20). Equity providers breathe sigh of relief. The Australian. Retrieved from http://www.theaustralian.com.au/higher-education/equity-providers-breathe-sigh-of-relief/story-e6frgcjx-1226763758965

Universal Design see http://www.universaldesign.com/

Voltz, D., Brazil, N., & Ford, A. (2001). What Matters Most in Inclusive Education: A Practical Guide for Moving Forward. Intervention in School and Clinic. 37(1), 23-30.

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4) Diversity in Higher Education

Altman, J.C. (2009). Beyond Closing the Gap: Valuing diversity in Indigenous Australia. Canberra: Centre for Aboriginal Economic Policy Research, Australian National University. Working paper no. 54/2009. Retrieved from: http://caepr.anu.edu.au/search/node/Altman

Benson, R., Hewitt, L., Devos, A., Crosling, G. and Heagney, M. (2013).

Managing and Supporting Diversity in Higher Education: a casebook. Oxford: Chandos Publishing.

Benson, R., Hewitt, L., Devos, A., Crosling, G. and Heagney, M. (2009).

Experiences of students from diverse backgrounds: The role of academic support, in The Student Experience. Proceedings of the 32nd HERDSA Annual Conference, Darwin, 6-9 July 2009, 545-550.

Crozier, G., Reay, D., Clayton, J., Colliander, L & Grinstead, J. (2008).

Different strokes for different folks: diverse students in diverse institutions – experiences of higher education. Research Papers in Education, 23(2), 167-177.

Gale, T. (2010). Towards socially inclusive teaching and learning in higher education. 2010 Occasional Papers on Learning and Teaching at UniSA – Paper 2. Retrieved from: http://ura.unisa.edu.au/R/?func=dbin-jump-full&object_id=58041

Gale, T. (2009). Towards a Southern Theory of Higher Education. In Preparing for tomorrow today: the first year experience as foundation : First Year in Higher EducationConference 2009, 29 June - 1 July 2009, Townsville, Queensland : conference proceedings.,Queensland University of Technology, Brisbane, Qld., pp. 1-15. Retrieved from http://dro.deakin.edu.au/eserv/DU:30040892/gale-towardsa-2009.pdf

Rissman, B., Carrington, S., & Bland, D. (2013).

Widening Participation in University Learning, Journal of University Teaching & Learning Practice, 10(1), Available at: http://ro.uow.edu.au/jutlp/vol10/iss1/2

5) Employability

Arkoudis, S., Baik, C., Bexley, E & Doughney, L. (2014).

English Language Proficiency and Employability Framework: For Australian higher education institutions. Centre for the Study of Higher Education, The University of Melbourne ISBN: 978-0-9922974-4-2 Retrieved from: http://www.cshe.unimelb.edu.au/research/teaching/docs/ELP_Employability_Framework_Final_Report_181114.pdf

Australian Industry Group and Deloitte. (2009).

National CEO Survey – Skilling Business in Tough Times. North Sydney: The Australian Industry Group. Retrieved from: http://www.aigroup.com.au/

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Precision Consulting. (2007). Graduate employability skills. Melbourne: Business, Industry and Higher Education Collaboration Council. Available from http://www.dest.gov.au/highered/bihecc.

Yorke, M. (2006). Employability in higher education: what it is – what it is not. York: The Higher Education Academy.

6) Government and other agency reports

Australian Universities Quality Agency. (2009).

Good practice principles for English language proficiency for international students in Australian universities, Department of Education, Employment and Workplace Relations, Canberra. Retrieved from: http://www.aall.org.au/sites/default/files/Final_Report-Good_Practice_Principles2009.pdf

Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008).

Review of Australian Higher Education: Final Report, 2008. Canberra: Department of Education, Employment and Workplace Relations (Australian Government). Retrieved from: http://www.innovation.gov.au/HigherEducation/ResourcesAndPublications/ReviewOfAustralianHigherEducation/Pages/ReviewOfAustralianHigherEducationReport.aspx

Diversity Council of Australia Report, (2014)

Cracking the Cultural Ceiling: future proofing your business in the Asian Century. Retrieved from: http://dca.org.au/cracking-cultural-ceiling/index.html Capitalising on Culture: A Study of the Cultural Origins of ASX 200 Business Leaders Retrieved from: Capitalising on Culture: A Study of the Cultural Origins of ASX 200 Business Leaders - See more at: http://www.dca.org.au/dca-research/capitalising-on-culture.html#sthash.LnlXmt0D.dpuf

Graduate Outlook Survey (2013).

Graduate Outlook Survey (2013). The Report of the Graduate Outlook Survey: Employers’ Perspectives on Graduate Recruitment. Graduate Careers Australia Ltd (trading as Graduate Careers Australia). ISBN: 978-0-9871853-0-3 Retrieved from: http://www.graduatecareers.com.au/wp-content/uploads/2014/03/Graduate_Outlook_2013.pdf

Higher Education Base Funding Review: Final Report (2011).

Retrieved from http://www.innovation.gov.au/highereducation/Policy/BaseFundingReview/Documents/HigherEd_FundingReviewReport.pdf

Knight, M. (2011). Strategic Review of the Student Visa Program 201: Report. Canberra: Commonwealth of Australia. Retrieved from http://www.immi.gov.au/students/_pdf/2011-knight-review.pdf

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Norton, A. (2013) Mapping Australian higher education. Grattan Institute: Melbourne. Retrieved from : http://grattan.edu.au/static/files/assets/28a92f8b/184_2013_mapping_higher_education.pdf

Scott, G. (2008). University student engagement and satisfaction with learning and teaching. Review of Australian Higher Education. DEEWR. Retrieved from http://www.uws.edu.au/strategy_and_quality/sq/resources

Transforming Australia’s Higher Education System. (2009).

Barton, ACT: Commonwealth of Australia. Retrieved from: http://www.innovation.gov.au/highereducation/Documents/TransformingAusHigherED.pdf

Universities Australia. (2014). Statement of Intent, Work integrated learning - strengthening university and business partnerships. Retrieved from http://acen.edu.au/wp-content/uploads/2013/03/WIL-statement-of-intent.pdf.

Universities Australia. (2015). National Strategy on Work Integrated learning in University Education (2015). Canberra, Australian Capital Territory: Universities Australia.

Universities Australia and Indigenous Higher Education Advisory Council (IHEAC), (2011).

National Best Practice Framework for Indigenous Competency in Australian Universities, (2011). Commissioned by

Department of Education, Employment and Workplace Relations (DEEWR). Canberra, Australian Capital Territory:

Universities Australia.

7) First Year Experience

Goldingay, S., Hitch, D., Ryan, J., Farrugia, D., Hosken, N., Lamaro, G., Nihill, C & Macfarlane, S. (2014).

The university didn’t actually tell us this is what you have to do: social inclusion through embedding of academic skills in first year professional courses. The International Journal of First Year in Higher Education, 5(1), 43-53.

James, R., Krause, K-L., & Jennings, C. (2010).

The First Year Experience in Australian Universities: findings from 1994 to 2009. Centre for the Study of Higher Education, The University of Melbourne.

Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education. Final Report. Strawberry Hills: Australian Learning and Teaching Council. Retrieved from: www.olt.gov.au

8) Office of Learning and Teaching - Good Practice Reports

Leask, B., & Wallace, J. (2011). The ALTC Good Practice Report in learning and Teaching Across Cultures. Sydney: Australian Learning and Teaching Council. Retrieved from http://www.olt.gov.au/resource-good-practice-report-learning-and-teaching-across-cultures-

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2011

Nash, R (2012). Good Practice Guide: Clinical Teaching. Sydney: Office for Learning and Teaching. Retrieved from: http://www.olt.gov.au/resource-library

Oliver, B. (2011). Assuring graduate outcomes: Good practice report. Sydney, NSW: Australian Learning and Teaching Council.

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Orrell, J. (2011). Good practice report: Work Integrated Learning. Canberra: Australian Learning and Teaching Council. Retrieved from http://www.olt.gov.au/resources?text=orrell

White, N., Frawley, J., & Anh, Dang Thi Kim. (2013).

ALTC Good Practice Report: Innovative Indigenous Teaching and Learning. Sydney: Australian Learning and Teaching Council. Retrieved from http://www.olt.gov.au/resource-good-practice-report-innovative-indigenous-teaching-and-learning-2013

9) Learning & Teaching - general

Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: the experience in higher education. Buckingham: Society for Research into Higher Education & Open University Press.