Bibliography
Australian Government, (2018a). Guidance Note: Scholarship. Version 2.5. Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/latest-news/publications/guidance-note-scholarship
Australian Government, (2018b). Guidance Note: Wellbeing and Safety. Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/latest-news/publications/guidance-note-wellbeing-and-safety
Australian Government, (2019a). Guidance Note: Academic Leadership. Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/latest-news/publications/guidance-note-academic-leadership
Australian Government, (2019b). Guidance Note: Technology-Enhanced Learning. Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/latest-news/publications/guidance-note-technology-enhanced-learning
Australian Government, (2019). Review of the Australian Qualifications Framework Final Report 2019. Department of Education, Skills and Employment.
Australian Government, (2020). Good Practice Note: Preventing and responding to sexual assault and sexual harassment in the Australian higher education sector. Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/sites/default/files/good-practice-note-preventing-responding-sexual-assault-sexual_harassment-v2-0-web.pdf?v=1626668840
Australian Government, (2020). Guidance Note: Monitoring and Analysis of Student Performance. Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/latest-news/publications/guidance-note-monitoring-and-analysis-student-performance
Australian Government, (2021a). 2021 Citation for Outstanding Contributions to Student Learning. The Department of Education, Skills and Employment. https://www.universitiesaustralia.edu.au/wp-content/uploads/2021/05/2021-CITATIONS-Nomination-Instructions-v2-12May.pdf
Australian Government, (2021b). National Microcredentials Framework. The Department of Education, Skills and Employment.
Australian Human Rights Commission, (2005). Face the Facts 2005. https://humanrights.gov.au/our-work/publications/questions-and-answers-about-aboriginal-torres-strait-islander-peoples
Australian Institute for Teaching and School Leadership. (2021). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards/understand-the-teacher-standards
Australian Qualifications Framework Council. (2013). Australian Qualifications Framework. 2nd edn. www.aqf.edu.au
Baik, Naylor, R., & Corrin, L. (2018). Developing a framework for university-wide improvement in the training and support of “casual” academics. Journal of Higher Education Policy and Management, 40(4), 375–389. https://doi.org/10.1080/1360080X.2018.1479948
Beaton, F., & Gilbert, A. (Eds.). (2012). Developing Effective Part-Time Teachers in Higher Education: New Approaches to Professional Development. Hoboken: Taylor & Francis.
Biggs, J. (2003). Aligning Teaching for Constructing Learning. The Higher Education Academy.
Biggs, J.B. (2003). Teaching for Quality Learning at University. 2nd edn. Buckingham: Open University Press/Society for Research into Higher Education.
Boud, D. (2020). Challenges for Reforming Assessment: The Next Decade. Centre for Research in Assessment and Digital Learning, Deakin University.
Brookfield, S. (2017). Becoming a Critically Reflective Teacher. 2nd edn. San-Francisco: Jossey-Bass.
Brown, M., Nic Giolla Mhichil, M., Beirne, E., MacLochlainn, C. (2021, July). The global micro-credential landscape: Charting a new credential ecology for lifelong learning. Journal of Learning for Development, 8(2), 228-254.
Brown, S. & Race, P. (2012). Using Effective Assessment to Promote Learning: A Learning-Centred Approach. https://doi.org/10.4324/9780203079690-5.
Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge: Harvard University Press.
Chalmers, D. (2007). A Review of Australian and International Quality Systems and Indicators of Learning and Teaching. Carrick Institute for Learning and Teaching in Higher Education.
Chalmers, D. & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46, 81-91. https://doi.org/10.1016/j.stueduc.2015.02.002
Chalmers, D., Stoney, S., Goody, A., Goerke, V., & Gardiner, D. (2012). Measuring the Effectiveness of Academic Professional Development: Identification and Implementation of Indicators and Measures of Effectiveness of Teaching Preparation Programs for Academics in Higher Education. Australian Learning and Teaching Council; Australian Government Department of Education, Employment and Workplace Relations.
Christie, M., & Asmar, C. (2021). Indigenous knowers and knowledge in university teaching. In L. Hunt, & D. Chambers (Eds.), University Teaching in Focus: A Learning-centred Approach. 2 edn, pp. 260-284. Oxon: Taylor & Francis.
Clements, K., West, R., & Hunsaker, E. (2020). Getting Started With Open Badges and Open Microcredentials. The International Review of Research in Open and Distributed Learnin, 21, 153-171. https://doi.org/10.19173/irrodl.v21i1.4529.
Commonwealth of Australia. (2021). Higher Education Standards Framework (Threshold Standards). Tertiary Education Quality and Standards Agency Act 2021. The Department of Education, Skills and Employment.
Copenhaver, K., & Pritchard, L. (2017). Digital badges for staff training: Motivate employees to learn with micro-credentials. Journal of Electronic Resources Librarianship, 29(4), 245-254.
Council of Australasian University Leaders in Learning and Teaching. CAULLT. (2019). Australian Universities’ Provision of Professional Learning: Environmental Scan. https://www.caullt.edu.au/wp-content/uploads/2019/12/Final.2-CAULLT-Professional-Learning-Report.pdf
Department of Education and Training, & the New Zealand Qualifications Authority. (2015). Enhancing Mobility: Referencing of the Australian and New Zealand Qualifications Frameworks. https://www.nzqa.govt.nz/assets/About-us/Our-role/Enhancing-mobility.pdf
Department of Education, Skills and Employment. (2020). Job-ready Graduates. DESE, Higher Education Reform Package. https://www.dese.gov.au/job-ready/resources/job-ready-graduated-discussion-paper
Dinan-Thompson, M., Bajema, A., & Cowden, G. (2021). Credentialing Professional Learning for University Educators – A Literature Review. https://www.caullt.edu.au/project/lt-micro-credentialing-taxonomy/
European Union. (2018). European Qualifications Framework – Supporting Learning, Work and Cross-Border Mobility. Luxembourg: Publications Office of the European Union.
Gauthier, T. (2020). The value of microcredentials: The employer’s perspective. Competency-Based Education. Western Governors University. https://doi.org/10.1002/cbe2.1209
Harris, J., Smithers, K., & Spina, N. (2020, May). More than 70% of academics at some universities are casuals. They’re losing work and are cut out of JobKeeper. The Conversation. https://theconversation.com/more-than-70-of-academics-at-some-universities-are-casuals-theyre-losing-work-and-are-cut-out-of-jobkeeper-137778
Higher Education Academy. (2011). Professional Standards Framework. UK. https://www.heacademy.ac.uk/
IMS Global Learning Consortium. (2019). Open Badges. https://www.imsglobal.org/activity/digital-badges
James Cook University. (2019). Academic Performance and Development Framework. https://www.jcu.edu.au/human-resources/hr-forms-and-guides/documents/Academic-Performance-and-Development-Framework.pdf
Killion, J. & Todnem, G (1991). A process for Personal Theory Building? Educational Leadership, 48(6), 14-16.
Macquarie University. (2022). Contemporary Approaches to University Teaching. Council of Australasian University Leaders in Learning and Teaching. https://www.caullt.edu.au/wp-content/uploads/2022/01/Contemporary-Approaches-to-University-Teaching-Course_2022-1-1.pdf
Matthews, K. E. (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1(2), 1-9.
New South Wales Education Standards Authority. (2021). Professional Experience Framework. https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/resources/professional-experience-framework
New South Wales Government. (2021). Teacher Quality and Education – Reflective Practice. https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/developing-focus/reflective-practice
New Zealand Qualifications Authority. (2018). Micro-Credentials in New Zealand’s Education and Training System: A Consultation Paper. https://www.nzqa.govt.nz/assets/About-us/Consultations-and-reviews/Micro-credentials/Micro-credentials-consultation-paper-March-2018.pdf
New Zealand Qualifications Authority. (no date). Understanding the New Zealand Qualifications Framework. https://www.nzqa.govt.nz/qualifications-standards/understanding-nzqf/
New Zealand Qualifications Authority. (2021). New Zealand Qualifications Framework. (NZQF). www.nzqa.govt.nz/assets/Studying-in-NZ/New-Zealand-Qualification-Framework/requirements-nzqf.pdf
New Zealand Qualifications Authority. (2021) NZQF Programme Approval and Accreditation Rules 2021 https://www.nzqa.govt.nz/assets/About-us/Our-role/Rules/2021/SIGNED-NZQF-Programme-Approval-and-Accrediation-Rules-2021.pdf
Oliver, B. (2019). Making micro-credentials work for learners, employers and providers. http://dteach.deakin.edu.au/microcredentials/
Organisation for Economic Co-operation and Development. (2018). The Future of Education and Skills. Education 2030. www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
Organisation for Economic Co-operation and Development. (2019). Learning Compass 2030. OECD Future of Education and Skills 2030 project. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/in_brief_Learning_Compass.pdf
Orygen Institute. (2020). University Mental Health Framework. https://www.orygen.org.au/Orygen-Institute/University-Mental-Health-Framework/Framework
Richardson, J., Suseno, Y., & Wardale, D. (2021). The paradoxical management of casual academics: An Australian case study, Higher Education Research & Development, 40(2), 370-385. 10.1080/07294360.2020.1756749
Universities Australia. (2019). Statement of Principles for Professional Development and Recognition of Educators. https://www.universitiesaustralia.edu.au/wp-content/uploads/2019/12/20191203-UA-Joint-Statement-of-Principles-on-PDRE.pdf
Universities Australia. (2021). Guidance for Portability of Microcredentials. Universities Australia. https://www.universitiesaustralia.edu.au/wp-content/uploads/2021/09/210929-Guidance-for-portability-of-Australian-microcredentials-UA.pdf
United Nations Educational Scientific and Cultural Organization. (2018). Digital Credentialling. Implications for the Recognition of Learning Across Borders. Paris: UNESCO.
Volpe, M. & Chandler, D. (2001). Resolving and managing conflicts in academic communities: The emerging role of the “Pracademic”, Negotiation Journal, 17(3), 245-255.
Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.
Weldon, P. (2020). Defining skills for the future: What’s in a name? Adapted from Changing Priorities? The Role of General Capabilities in the Curriculum. NSW Education Standards Authority (NESA). https://www.acer.org/au/discover/article/defining-skills-for-the-future-whats-in-a-name
World Health Organisation. (2021). Global Recognition of Learning Achievement Framework. WHO Academy. https://www.who.int/about/who-academy/quality-standards-credentialing/global-recognition-of-learning-achievement-framework
