Emeritus Professor David Boud
Professor, Education Group
BSc (Hons) (UniS), DPhil honoris causa, PhD (Surrey)
Email: David.Boud@uts.edu.au
Phone: +61 2 9514 3945
Fax: +61 2 9514 3939
Room: CB10.05 (map)
Mailing address: PO Box 123,
Broadway NSW 2007,
Australia
Biography
Professor Boud has been involved in research and teaching development in adult, higher and professional education for over 30 years and has contributed extensively to the literature. Previously he held the positions of Dean of the University Graduate School, Head of the School of Adult and Language Education and Associate Dean (Research and Development) in the Faculty of Education. Prior to his appointment at UTS he was Professor and Foundation Director of the Professional Development Centre at the University of New South Wales.
He is a 2007 Australian Learning and Teaching Council Senior Fellow and in 2010 completed the project associated with this 'Student assessment for learning in and after courses’. See Assessment Futures.
Professional
- President, Higher Education Research and Development Society of Australasia (opens an external site) (HERDSA) 1988-91
- Member, National Strategic Review of Research in Education, Australian Research Council, 1990-92
- Ministerial appointee, NSW Board of Adult and Continuing Education (opens an external site), 1991-96
- Co-founder and Executive Member, Australian Consortium on Experiential Education, 1978-94
- Editor/Co-Editor, Studies in Continuing Education (opens an external site), 1986-present
Teaching areas
Most of Professor Boud's teaching has been in the postgraduate area. It has included:
Experience-based learning, Adult learning and program development, Researching educational practice, Analysing professional practice, Dissertation design and development. He has also supervised many research students.
Research
Research interests
Professor Boud is interested in how people learn and what can be done to foster their learning. This has taken him to a variety of settings in adult, higher and professional education and prompted an examination of many practices and processes. This has ranged from new forms of curriculum design (problem-based learning, negotiated learning and work-based learning) to learning practices (use of reflection, reciprocal peer learning) and assessment (self-assessment, sustainable assessment). A continuing theme of these explorations has been the role of the learner and how learning might be fostered. This has taken Professor Boud to developing models for learning from experience and the role of reflection in learning, and to examining the role of those who intervene in learning whether or not they are identified as teachers.
Currently, Professor Boud is interested in the challenges faced by formal education from new modes of knowledge production, learning in organizations, new practices in doctoral education and the role of assessment for long-term learning.
Grants
Australian Research Council (opens an external site) (SPIRT) Grant (with Nicky Solomon):
“Uncovering Learning in the Workplace” 2001-2003
Australian Research Council (opens an external site) Discovery Grant (with Carl Rhodes, Nicky Solomon, Clive Chappell and Hermine Scheeres) “Beyond training and learning: Integrated development practices in organizations” 2006-2008
National Teaching Development Grants (with various others):
Improving the use of learning contracts, Effective peer teaching and learning, Reciprocal peer learning.
Research supervision: Yes
Projects
Selected Peer-Assessed Projects
Identifying and developing capability in engineers' continuing professional learning
Beyond training and learning: integrated development practices in organisations
Learning and Development for Sustainable Health Futures
Museums Actively Researching Visistor Experiences and Learning (MARVEL 2)
Uncovering learning at work in a public sector organisation
Key University Research Strengths: Adult and Vocational Education
Publications
Book editorship
Boud, D.J. & Lee, A.2009, Changing Practices of Doctoral Education, Routledge, Abingdon, UK.
Boud, D.J.2008, Changing Practices in Doctoral Education, Routledge, London.
Boud, D.J.2007, Rethinking Assessment for Higher Education: Learning for the Longer Term, Routledge, London.
Boud, D.J., Cressey, P. & Docherty, P.2006, Productive Reflection at Work: Learning for Changing Organisations, Routledge, London UK.
Boud, D.J.2001, Peer Learning in Higher Education: Learning from and with each other, Kogan Page, London.
Boud, D.J.2001, Work-Based Learning: A New Higher Education?, SREA and Open University Press, Buckingham.
Research book chapters
Boud, D.J.2010, 'Assessment for developing practice' in Higgs, J., Fish, D. Goulter, I., Loftus, S., Reid, J-A. and Trede, F. (eds), Education for Future Practice, Sense Publishers, Rotterdam, pp. 251-262.
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In this chapter I argue that assessment should be oriented towards developing practice, even when the particularities of practice and the specific contexts for practice are not known. Indeed, a future-orientation is especially required when the specific demands of practice are unknown and unknowable. Assessment needs to do more than cel1iry; it also has an essential educational role that, if neglected, means that students are not prepared for the uncertainties they face. The emphasis needs to be on the processes of acquisition of knowledge and skills and how learners can develop their own capabilities and those of others. Such an orientation has profound implications for the way assessment in higher education is conducted, both in initial and continuing professional education.
Boud, D.J.2010, 'relocating reflection in the context of practice' in Helen Bradbury, Nick Frost, Sue Kilminster and Miriam Zukas (eds), Beyond Reflective Practice, Routledge, UK, pp. 25-36.
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Notions of reflection and reflective practice have hecome well established in professional education since the late 1980s. While some applications of these 1deas m courses have distorted their original intentions and taken an excessively instrumental. approach to their use, they have nevertheless provided useful frammg deVICes to help conceptualise some important processes in profeSSIOnal learnmg. One of the reasons why they were readily accepted is because they sh:u:ed an individualised view of learning with the very program?, e~ In whIch they were used. In the 2000s we are, however, seeing a q,:,esrlOO!ng ?f an overly individualistic view of learning previously associated with reflectIOn, a f~us on the nature of professional practice and an exploratlOn of alternatIve conceptions chat view reflection within the context of serrings wh~ch necessarily have more of a group- or team-based work oneoratlOn. ThIS chapter questions whether we should reject earlier views of reflection, rehabilitate them to capture their previous potential or move to new ways of tegarding reflection that are more in keeping with what we know abour the context of practice
Boud, D.J.2009, 'How can practice shape assessment?' in Joughin, G. (eds), Assessment, Learning and Judgement in Higher Education, Springer, Dordrecht, The Netherlands, pp. 29-44.
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Assessment in higher education is being challenged by a multiplicity of demands. The activities predominantly used ? examinations, assignments and other kinds of tests ? have emerged from within an educational tradition lightly influenced by ideas from psychological measurement, but mostly influenced by longstanding cultural practices in the academic disciplines. Assessment in higher education has for a long time been a process influenced more from within the university rather than externally. It has typically been judged in terms of how well it meets the needs of educational institutions for selection and allocation of places in later courses or research study, and whether it satisfies the expectations of the almost totally exclusive academic membership of examination committees. Within courses, it has been judged by how well it meets the needs of those teaching. In more recent times it is judged in terms of how well it addresses the learning outcomes for a course
Boud, D.J. & Lee, A.2009, 'Introduction' in David Boud, Alison Lee (eds), Changing Practices of Doctoral Education, Routledge, Oxford, pp. 1-9.
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Brew, A. & Boud, D.J.2009, 'Understanding academics' engagement with research' in Angela Brew, Lisa Lucas (eds), Academic Research and Researchers, Open University Press - McGraw-Hill, New York, pp. 189-203.
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Chappell, C.S., Scheeres, H.B., Boud, D.J. & Rooney, D.L.2009, 'Working out work: integrated development practices in organizations' in John Field, Jim Gallacher and Robert Ingram (eds), Researching transistions in lifelong learning, Routledge, Abingdon, UK, pp. 175-188.
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Lee, A. & Boud, D.J.2009, 'Framing doctoral education as practice' in David Boud, Alison Lee (eds), Changing Practices of Doctoral Education, Routledge, Oxford, pp. 10-23.
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Lee, A. & Boud, D.J.2009, 'Producing researchers: the changing role of the doctorate' in Angela Brew, Lisa Lucas (eds), Academic Research and Researchers, Open University Press - McGraw-Hill, New York, pp. 96-108.
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Boud, D.J., Hawke, G.A. & Falchikov, N.2008, 'Changing Pedagogy: Vocational Learning and Assessment' in Murphy P, McCormick R (eds), Knowledge and Practice: Representations and Identities, Sage, UK, pp. 125-137.
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Falchikov, N. & Boud, D.J.2008, 'The Role of Assessment in Preparing for Lifelong Learning: Problems and Challenges' in Havnes A, McDowell L (eds), Balancing Dilemmas in Assessment and Learning in Contemporary Education, Taylor & Francis, UK, pp. 87-100.
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Solomon, N.V., Boud, D.J. & Rooney, D.L.2008, 'The In-between: Exposing Everyday Learning' in Hall, Murphy, Soler (eds), Pedagogy and Practice, Sage, London, UK, pp. 75-84.
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Boud, D.J. & Falchikov, N.2007, 'Developing assessment for informing judgement' in David Boud and Nancy Falchikov (eds), Rethinking Assessment in Higher Education, Routledge, London, UK, pp. 181-197.
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Boud, D.J.2007, 'Reframing assessment as if learning were important' in David Boud and Nancy Falchikov (eds), Rethinking Assessment in Higher Education, Routledge, London, pp. 14-25.
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Falchikov, N. & Boud, D.J.2007, 'Assessment and emotion: the impact of being assessed' in David Boud and Nancy Falchikov (eds), Rethinking Assessment in Higher Education, Routledge, London, pp. 144-155.
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Boud, D.J.2006, ''Aren't we all learner-centred now?' The bittersweet flavour of success' in Paul Ashwin (ed), Changing Higher Education: The development of learning and teaching, Routledge, London, UK, pp. 19-32.
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Boud, D.J.2006, 'Combining work and learning: the disturbing challenge of practice' in Edwards R, Gallacher J, Whittaker S (eds), Learning Outside the Academy: International Research Perspectives in Education, Routledge, London, UK, pp. 77-89.
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Boud, D.J.2006, 'Creating the space for reflection at work' in Boud D, Cressey P, Docherty P (eds), Productive Reflection at Work: Learning for changing organizations, Routledge, London, UK, pp. 158-169.
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Boud, D.J. & Solomon, N.V.2006, 'Work-based learning, graduate attributes and lifelong learning' in Hager P, Holland S (eds), Graduate Attributes, Learning and Employability, Springer, Dordrecht, The Netherlands, pp. 207-220.
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Cressey, P., Boud, D.J. & Docherty, P.2006, 'The emergence of productive reflection' in Boud D, Cressey P, Docherty P (eds), Productive Reflection at Work: Learning for changing organizations, Routledge, London, UK, pp. 11-26.
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Docherty, P., Boud, D.J. & Cressey, P.2006, 'Lessons and issues for practice and development' in Boud D, Cressey P, Docherty P (eds), Productive Reflection at Work: Learning for changing organizations, Routledge, London, UK, pp. 193-206.
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Boud, D.J.2005, 'Work and learning: some challenges for practice' in Poikela, E (eds), Osaaminen ja Kokemus: Tyo, Oppiminen ja Kasvatus, Tampere University Press, Tampere, Finland, pp. 181-199.
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Boud, D.J.2004, 'Discourses of access: changing views in a changing world' in Researching Widening Access to Lifelong Learning, RoutledgeFalmer, London, UK, pp. 53-64.
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Alexander, S.A. & Boud, D.J.2001, 'Learners still learn from experience when online' in Alexander, S & Boud, D (eds), Teaching & Learning Online - Pedagogies for New Technologies, Kogan Page Ltd, London, UK, pp. 3-15.
Boud, D.J.2001, 'Creating a work-based curriculum' in Boud D; Solomon N (eds), Work-Based Learning: A Newer Higher Education?, SRHE & Open University press, UK, pp. 44-58.
Boud, D.J. & Solomon, N.V.2001, 'Future directions for work-based learning' in Boud D; Solomon N (eds), Work-Based Learning: A Newer Higher Education?, SRHE & Open University press, UK, pp. 215-227.
Boud, D.J.2001, 'Knowledge at Work: issues of learning' in Boud D; Solomon N (eds), Work-Based Learning: A Newer Higher Education?, SRHE & Open University press, UK, pp. 34-43.
Boud, D.J., Solomon, N.V. & Symes, C.T.2001, 'New practices for new times' in Boud D; Solomon N (eds), Work-Based Learning: A Newer Higher Education?, SRHE & Open University press, UK, pp. 3-17.
Boud, D.J. & Solomon, N.V.2001, 'Repositioning universities and work' in Boud D; Solomon N (eds), Work-Based Learning: A Newer Higher Education?, SRHE & Open University press, UK, pp. 18-33.
Boud, D.J.2001, 'Using journal writing to enhance reflective practice' in English LM; Gillen MA (eds), Promoting Journal Writing in Adult Education, Josey-Bass, San Francisco, USA, pp. 43344-43356.
Boud, D.J.2000, 'Development through self-assessment' in Taylor K; Marienau C; fiddler M (eds), Developing adult learners: strategies for teachers & trainers, Jossey-bass, San Frincisco, USA, pp. 63-66.
Boud, D.J. & Symes, C.T.2000, 'Learning for real: work-based education in universities' in Symes C; McIntyre J (eds), Working Knowledge: The new vocationalism & higher education, SRHE & Open University Press, Buckingham, UK, pp. 14-29.
Book chapters (other)
Boud, D.J. & Falchikov, N.2007, 'Introduction Assessment for the longer term' in David Boud and Nancy Falchikov (eds), Rethinking Assessment in Higher Education, Routledge, London, pp. 3-13.
Boud, D.J.2004, 'Creating assessment for learning throughout life' in Gil, V; Alarcao, I; Hooghoff H (eds), Challenges in Teaching and Learning in Higher Education, University of Aveiro and the Netherlands Institute for Curriculum Development, Aveiro, Portugal & Enscede, Netherlands, pp. 39-52.
Refereed journal articles
Brew, A.E., Boud, D.J. & Un Namgung, S.2011, 'Influences on the formation of academic identity: the role of the doctorate and structured development opportunities', Studies in Continuing Education, vol. 33, no. 1, pp. 51-66.
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The paper examines influences of doctoral study and structured early career interventions on academic work. It uses evidence from a survey in six Australian universities (n1158) to explore academics? engagement with research and teaching development. It regards universities as social situations that are ambiguous, presenting conflicting opportunities for growth and development and the pursuit of personal objectives. Academics? emphases on different aspects of academic work involve complex responses that are subject to many influences. It shows that doctoral work may avoid developing key skills that academics need and that the extent to which doctoral study prepares academics for different aspects of their role is different in different disciplines and institutions. It also shows that the conduct of academics in their major roles is little influenced by the training and development they engage in. The paper discusses the survey findings in terms of what constrains and what enables academics to take up particular development opportunities. It argues that to understand academic practice, analysis of how organisational influences are interpreted is needed.
Johnsson, M.C. & Boud, D.J.2010, 'Towards an emergent view of learning work', International Journal of Lifelong Education, vol. 29, no. 3, pp. 359-372.
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The purpose of this paper is to challenge models of workplace learning that seek to isolate or manipulate a limited set of features to increase the probability of learning. Such models typically attribute learning (or its absence) to individual engagement, manager expectations or organizational affordances and are therefore at least implicitly causative. In contrast, we discuss the contributions of complexity theory principles such as emergence and novelty that suggest that learning work is more a creative and opportunistic process that emerges from contextualized interactional understandings among actors. Using qualitative case study methods, we discuss the experiences of workers in two organizations asked to 'act up' in their managers' role to ensure work continuity. We believe the differences in how workers take up these opportunities result from a complex combination of situational factors that generate invitational patterns signalled from and by various understandings and interactions among actors doing collective work.
Rooney, D.L., Rhodes, C.H. & Boud, D.J.2010, 'A community college's performance of 'organisation': Its a drag!', Studies in the Education of Adults, vol. 42, no. 1, pp. 18-33.
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Noting the ever-increasing encroachment of discourses and practices from the private sector on public education providers, this paper argues that such organizations exist within competing sets of differences that seek to define and fix the meaning of 'education' and 'business'. We report on fieldwork conducted in an adult education college in Sydney. In the Australian context these colleges are referred to as community colleges and their history is one based in a strong liberal tradition. Utilising Judith Butler's idea of 'drag' we consider the effects of changing modes of governance in the college with specific reference to the stories told to us about it. Our discussion suggests that the organisation was caught between identifying itself with a masculinised discourse of business and a discourse of community cast as its feminised other. In navigating between these, the college was seen to perform as a 'drag king' ? an organisation performing the masculine but in so doing, undoing its gendered status. This leads us to suggest that the incorporation of business and market-based discourse into the management of community education is something that is actively resisted and undermined through such forms of gendered transgression. We conclude by proposing that this organization's capacity to perform drag is a contributing factor to its overall success, and particularly in an economic climate where many not-for-profit organisations are floundering.
Scheeres, H.B., Solomon, N.V., Boud, D.J. & Rooney, D.L.2010, 'When is it OK to learn at work? The learning work of organisational practices', Journal of Workplace Learning, vol. 22, no. 1-2, pp. 13-26.
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The purpose of this paper is to examine the use of "learning" through what we have termed "integrated development practices". These are common organisational practices that both enhance organisational effectiveness and contribute to organisational and employee learning. <B>Design/methodology/approach</B> - The paper analyses the ways in which learning and being a learner were talked about and enacted with regard to one of the integrated development practices identified in a study of four different organisations - safety practices, and how learning and being a learner regarding safety were legitimate in one of the organisations. Data are drawn from semi-structured interviews with members of a variety of workgroups in one major division of the organisation. Findings - Interviewees' responses reflected that learning was fully embedded as an accepted part of a necessary function of the organisation. This use of a learning discourse is discussed in the light of findings from an earlier study on informal learning at work that suggested that learning and the identity of being a learner were sometimes resisted in the everyday culture of work.Originality/value - Using the theorisations of practice of Schatzki and the lifelong education framework of Delors the paper discusses the implications of these findings to examine when it is acceptable to articulate learning as part of work and be identified as a learner at work.
Boud, D.J., Rooney, D.L. & Solomon, N.V.2009, 'Talking up learning at work: cautionary tales in co-opting everyday learning', International Journal of Lifelong Education, vol. 28, no. 3, pp. 323-334.
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Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It draws on interviews with managers and workers in a public sector organisation to examine their experience of these practices. The paper raises questions about whether interventions in the name of fostering informal learning may well be hindering what they seek to promote.
Dunston, R., Lee, A., Boud, D.J., Brodie, P. & Chiarella, E.M.2009, 'Co-Production and Health System Reform - From Re-Imagining To Re-Making', Australian Journal of Public Administration, vol. 68, no. 1, pp. 39-52.
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There is growing interest in the application of citizen participation within all areas of public sector service development, where it is increasingly promoted as a significant strand of post-neoliberal policy concerned with re-imagining citizenship and more participatory forms of citizen/consumer engagement. The application of such a perspective within health services, via co-production, has both beneficial, but also problematic implications for the organisation of such services, for professional practice and education. Given the disappointing results in increasing consumer involvement in health services via 'choice' and 'voice' participation strategies, the question of how the more challenging approach of co-production will fare needs to be addressed. The article discusses the possibilities and challenges of system-wide co-production for health. It identifies the discourse and practice contours of co-production, differentiating co-production from other health consumer-led approaches. Finally, it identifies issues critically related to the successful implementation of co-production where additional theorisation and research are required.
Price, O.M., Scheeres, H.B. & Boud, D.J.2009, 'Re-making jobs: Enacting and learning work practices', Vocations and Learning, vol. 2, no. 3, pp. 217-234.
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This paper takes up understandings of organisations where practices constitute and frame past and present work, as well as future work practice possibilities. Within this view, work practices, and thus organisations,are both perpetuated and varied through employees' enactments of work. Using a practice lens, we are particularly interested in the ways workers simultaneously maintain and alter practices in their workplace' we characterise this as re-making one's job. This perspective challenges ways in which managers often depict jobs and everyday work' as rational, linear and easily describable. We suggest that workers at various levels of responsibility contribute more to the formation of organisational practices than is often assumed. The processes of re-making jobs and remaking organisational practices create tensions that we posit as sites for learning.
Boud, D.J. & Costley, C.2007, 'From project supervision to advising: new conceptions of the practice', Innovations in Education and Teaching International, vol. 44, no. 2, pp. 119-130.
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Project work has been a common feature of undergraduate degree programmes for many years. While it has been named in a variety of ways, it typically involves students undertaking a substantial learning activity that is partly self-initiated and managed. More recently, programmes organised around the idea of work-based learning partnerships have emerged. These can be regarded as programmes that rely on significant amounts of work-based project work. This paper examines the implications of practices in these new programmes for project advising more generally. It argues that the conception of the role of academics in project work needs to change from one focused on project supervision to one of learning adviser. It identifies key features of this practice and discusses differences in advising from one context to another. It suggests that the activities in which academics engage need to be reappraised and that the skills and knowledge of those acting in the role of adviser be extended.
Boud, D.J. & Falchikov, N.2006, 'Aligning assessment with long-term learning', Assessment and Evaluation in Higher Education, vol. 31, no. 4, pp. 399-413.
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Boud, D.J., Dahlgren, L., Abrandt -Dahlgren, M., Larsson, S., Sork, T. & Walters, S.2006, 'Creating a 'world class' programme: reciprocity and constraint in networked global colloboration', International Journal of Lifelong Education, vol. 25, no. 6, pp. 609-622.
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Boud, D.J. & Tennant, M.C.2006, 'Putting doctoral education to work: challenges to academic practice', Higher Education Research and Development, vol. 25, no. 3, pp. 293-306.
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Solomon, N.V., Boud, D.J. & Rooney, D.L.2006, 'The in-between: exposing everyday learning at work', International Journal of Lifelong Learning, vol. 25, no. 1, pp. 3-15.
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Boud, D.J. & Lee, A.2005, ''Peer learning' as pedagogic discourse for research education', Studies In Higher Education, vol. 30, no. 5, pp. 501-516.
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Research education has been dominated in recent years by policy- driven preoccupations with doctoral completions, funding and contributions to the economy. This has led universities to focus on enhanced institutional support for research degrees, with an
Larsson, S., Boud, D.J., Abrandt -Dahlgren, M., Walters, S. & Sork, T.2005, 'Confronting globalisation: learning from intercontinental collaboration', Innovations In Education And Teaching International, vol. 42, no. 1, pp. 61-71.
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Higher education institutions are responding to globalisation in various ways. This study describes and analyses challenges encountered in a recent case of global collaboration between four universities on different continents in developing a web-based m
Boud, D.J. & Solomon, N.V.2003, ''I don't think I am a learner': acts of naming learners at work', Journal of Workplace Learning, vol. 15, no. 7/8, pp. 326-331.
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Boud, D.J. & Middleton, H.2003, 'Learning from others at work: communities of practice and informal learning', Journal of Workplace Learning, vol. 15, no. 5, pp. 194-202.
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Lee, A. & Boud, D.J.2003, 'Writing groups, change and academic identity: research development as local practice', Studies In Higher Education, vol. 28, no. 2, pp. 187-200.
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McDonald, B. & Boud, D.J.2003, 'The effects of self assessment training on performance in external examinations', Assessment in Education, vol. 10, no. 2, pp. 210-220.
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Boud, D.J. & Prosser, M.2002, 'Appraising new technologies for learning: a framework for development', Educational Media International, vol. 39, no. 1, pp. 237-245.
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Boud, D.J., Solomon, N.V., Leontios, M. & Staron, M.2001, 'Researchers are learners too: colloboration in research on workplace learning', The Journal of Workplace Learning, vol. 13, no. 7, pp. 274-281.
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Boud, D.J., Solomon, N.V., Leontios, M. & Staron, M.2001, 'Tale of two institutions: exploring colloboration in research partnerships', Studies in the Education of Adults, vol. 33, no. 2, pp. 135-142.
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Boud, D.J.2000, 'Sustainable assessment: rethinking assessment for the learning society', Studies in Continuing Education, vol. 22, no. 2, pp. 151-167.
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Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Assessment acts need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.
Boud, D.J. & Walker, D.1998, 'Promoting Reflection In Professional Courses: The Challenge Of Context', Studies In Higher Education, vol. 23, no. 2, pp. 191-206.
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Reflection and the promotion of reflective practice have become popular features of the design of educational programmes. This has often led to learning being more effectively facilitated. However, alongside these positive initiatives have grown more dis
Boud, D.J. & Holmes, W.1981, 'Self And Peer Marking In An Undergraduate Engineering Course', Ieee Transactions On Education, vol. 24, no. 4, pp. 267-274.
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A method of incorporating self and peer marking in an undergraduate electronics subject is described and discussed. Similar methods could probably be used in other technical subjects. Its educational benefits are: greatly improved feedback to the students, additional reinforcement, and practice at self assessment. The method described has a high degree of student acceptance, and appears to produce reliable and valid marks. It can be incorporated into conventionally taught courses without disrupting teaching. The use of self and peer assessment in an isolated subject requires a great deal of attention to the details of the procedure, especially if it is to be part of the formal assessment in the subject. The procedure developed here requires the preparation of detailed model solutions and an extensive clerical procedure, but alternatives with a simpler clerical process are also possible. The nature and amount of the examination load on faculty is different when self and peer marking is used. For small classes it involves more work for faculty, but for large classes it reduces the work load. It is one of the few educational innovations that can do this, and at the same time have educational benefits.
Journal editorship
Boud, D.J.2005, 'date', Educational Research Review.
Boud, D.J.2000, 'date', Adult Education Quarterly.
Boud, D.J.1999, 'date', Assessment and Evaluation in Higher Education.
Boud, D.J.1995, '2005', Advances in Health Sciences Education.
Boud, D.J.1988, 'date', Studies in Higher Education.
Refereed conference papers
Boud, D.J. & Rooney, D.L. 2010, 'The role of adult educators: more than the grin on the Cheshire Cat?', Annual SCUTREA Conference, 6-8 July 2010, University of Warwick, Coventry, University of Warwick, Coventry, July 2010 in 40th Annual SCUTREA Conference, ed Armstrong, Paul, University of Warwick, Coventry, pp. 1-7.
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The point we explore in this paper, is how can we conceptualise our role in adult education when =the field` itself is so diverse? Moreover, it is =curious and curiouser? to think about our role in =the field` before we can actually articulate what the field is? Is it like the grin on Lewis Carroll`s Cheshire cat, or do we still have a tangible practice to pursue?
Price, O.M., Rooney, D.L., Scheeres, H.B. & Boud, D.J. 2007, 'That's (not) my job: inventing and developing work practices in an adult education organisation', Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), Belfast, Northern Ireland, July 2007 in Proceedings of 37th Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), ed Armstrong, P, SCUTREA, Belfast, Northern Ireland, pp. 388-395.
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This paper draws empirical data to explore how workers in one organization are 'inventing' and continue to develop what constitutes their work, ie making up their jobs. Doing so troubles accounts of common work-practices that pre-suppose stable organizational contexts, pre-designed jobs and agent- less workers.
Rooney, D.L., Rhodes, C.H. & Boud, D.J. 2007, 'Performing organization: an adult education college as drag king', SCUTREA, Belfast, Northern Ireland, July 2007 in Proceedings of the 37th Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), ed Armstrong, P, SCUTREA, Belfast, Northern Ireland, pp. 380-387.
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Scheeres, H.B., Price, O.M., Boud, D.J. & Chappell, C.S. 2007, 'Re-presenting organisational practices as learning practices', Researching Work and Learning, Cape Town, South Africa, December 2007 in Conference Proceedings, Researching work and learniing, ed Walters, S and Cooper, L, Division for Lifelong Learning, University of the Western Cape, South Africa, pp. 738-743.
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The growth of knowledge work and the construction of the knowledge worker (Drucker 1993) have activated widespread interest in learning in organisations. In this contemporary context, investigations and characterisations of learning (at) work and work as learning, formal versus informal learning and so on, have drawn learning out of its educational, training or institutionally-oriented 'home' to situate it within business practices. New manifestations of learning can be linked to organisational practices such as, for example, coaching and mentoring, and perhaps less obviously to practices of performance management, teamwork, career development, and the like. These organisational practices are creating new meanings and understandings for learning at work and are therefore producing different learning experiences, and workers, from those of the past. We are interested in how and if these organisational practices promote learning while they simultaneously enact organisational functions.
Boud, D.J. & Falchikov, N. 2005, 'Redesigning assessment for learning beyond higher education', HERDSA Annual Conference, Sydney, Australia, July 2005 in Higher Education in a changing world. Research and Development in Higher Education 28. Proceedings of the 2005 HERDSA Annual Conference, ed Brew,A, Asmar,C, HERDSA, Sydney, Australia, pp. 34-41.
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An important rationale for higher education is that it equips students for learning beyond the point of graduation. This paper considers the role that assessment plays in this. It suggests we need to take a new perspective on assessment: assessment to promote learning throughout life. It focuses on ideas that can be used to contribute to the construction of assessment practices and on wider implications for course design. It concludes by exploring barriers to acceptance of this perspective and how they might be addressed.
Leontios, M., Rooney, D.L., Boud, D.J. & Harman, K. 2003, 'Everyday learning at work: communities of practice in TAFE', The changing face of VET, Australian Technology Park, Sydney, Australia, April 2003 in The changing face of VET, ed AVETRA, AVETRA, Web, pp. 1-7.
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Solomon, N.V., Boud, D.J. & Rooney, D.L. 2003, 'Room to move: Spaces for learning', Annual International Conference on Post-compulsory Education and Training, Gold Coast, Australia, December 2003 in Enriching Learning Cultures (Vol 3), ed Centre for Learning research, Centre for Learning Research Griffith University, Brisbane, pp. 116-123.
Boud, D.J. & Lee, A. 2000, 'Promoting Research Development through Writing Groups', Australian Association for Research in Education, Melbourne, Australia, November 1999 in Proceedings of the Australian Association for Research in Education Annual Conference, ed Peter L. Jeffery, AARE, Victoria, Australia, pp. 1-10.
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The development of the research potential of university staff has been given less attention than many other aspects of professional development, particularly teaching development. Yet there is an important need for the development of staff in the research role in the light of growth over the past ten years of higher education and changes to the organisation of the sector in both Australia and the UK. This paper examines one strategy for research development: the use of writing groups. It argues that writing is best seen as a starting point, rather than an endpoint, of the research process and hence that fostering academic writing is a useful place to do research development work. The paper provides details of the use of a number of writing groups over three years in a Faculty and explores the responses of leaders and participants. It identifies factors which appear to be important in the successful use of this strategy and focuses on the contextual conditions required for initiatives of this kind to be effectively implemented.
Conference papers
Hopwood, N., Boud, D.J., Lee, A., Abrandt Dahlgren, M. & Kiley, M. 2010, 'A different kind of doctoral education: a discussion panel for rethinking the doctoral curriculum', Quality in Postgraduate Research, Adelaide, April 2010 in Quality in Postgraduate Research: Educating Researchers for the 21st Century, ed Kiley, A, The Centre for Educational Development and Academic Methods, Canberra, pp. 83-91.
Rooney, D.L. & Boud, D.J. 2009, 'No name, no value: acknowledging the neglected others in lifelong learning in the workplace', Lifelong Learning Revisited, University of Stirling, United Kingdom, June 2009 in Proceedings of 5th International Conference, ed Centre for Research in Lifelong Learning (CRLL), Centre for Research in Lifelong Learning, Stirling, Scotland, pp. 1-6.
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Opportunities for expanding what is known about workplace learning can be missed when the focus of research remains on learners alone. Rather, accounts of learning at work need to acknowledge not only those who learn but who else may be implicated. Such accounts would require a wider lens that notices the work practices and relationships that contribute to learning, and in particular those involving the counterparties to those learning. We cannot talk about learning practices without also naming those who enact the practices. Hence, in this paper we intend `talking up? the role of these others, or as others suggest `word? (Richardson, 1994: 923) the practices of learning at work and those enacting them into existence. To do this requires looking beyond (or perhaps more accurately, amongst) the learners, as well as toward the workplace relationships and practices that provide opportunities for learning.
Rooney, D.L. & Boud, D.J. 2008, 'Lifelong teaching: should 'the teacher' scare adult educators?', SCUTREA 2008 38th Annual Connference: Whither adult education in the learning paradigm?, University of Edinburgh, April 2008 in Proceedings, ed Crowther, J, The University Copy Shop, University of Edinburgh, Edinburgh, pp. 460-467.
Solomon, N.V., Rooney, D.L. & Boud, D.J. 2008, 'Talking up talk at work', SCUTREA 2008 38th Annual Connference: Whither adult education in the learning paradigm?, University of Edinburgh, April 2008 in SCUTREA 2008 Proceedings, ed Crowther, J, The Edinburgh Copy Shop, University of Edinburgh, Edinburgh, pp. 476-483.
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In tune with lifelong learning discourses, adult learning is now understood to be anywhere and everywhere ? in classrooms, in workplaces, in community settings and indeed in everyday life. This distribution of learning sites is accompanied by changing understandings of the relationship of formal and informal learning and of the role of adult education and adult educators. These changes in turn are reshaping learning theories and practices together with redirecting the research focus of adult educators. We suggest that this redirection can be a useful one. By researching learning across contexts, researchers are better able to engage with various kinds of pedagogic practices and therefore can contribute better to the debates and critiques of the changing relationship between education, training and learning.
Chappell, C.S., Boud, D.J., Scheeres, H.B. & Rooney, D.L. 2007, 'Working Out work: Integrated Development Practices in Organisations', The times they are a-changin' researching transitions in lifelong learning, Centre for Research in Lifelong Learning University of Stirling Scotland, June 2007 in The times they are a-changin' researching transitions in lifelong learning, ed Gallacher, J. Osborne M., CRLL, Stirling Scotland, pp. 1-7.
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The paper reports on the initial findings of the ARC project Beyond Training & Learning Integrated Development Projects in Organisations
Rooney, D.L. & Boud, D.J. 2006, 'Just another meeting: exploring inter/alia cultural tensions of researching everyday learning at work', Inter-Cultural perspectives on research into adult learning: a global dialogue, Leeds UK, June 2006 in Proceedings of the 36th Annual Conference on University Teaching and Research in the Education of Adults (SCUTREA), ed Armstrong P, SCUTREA, Leeds UK, pp. 343-349.
Solomon, N.V., Boud, D.J. & Rooney, D.L. 2003, 'Room to move: spaces for learning', 11th Annual International Conference of Post-Compulsory Education and Training, Gold Coast, Queensland, December 2003 in 11th Annual International Conference of Post-Compulsory Education and Training, ed Queensland University, Queensland University, Gold Coast, Queensland.
Govt reports
Hammond, J., Ryland, K., Tennant, M.C., Boud, D.J.2010, 'Building Research Supervision and Training across Australian Universities' , Australian Learning and Teaching Council, Australia, pp. 1-93.
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`Building Research Supervision and Training in Australian Universities? was undertaken with the aims of identifying existing higher degree research supervisor training provisions; identifying current and future needs of supervisors and making recommendations that assist universities in their ongoing development of effective higher degree research supervisor training.
