References
- Åkerlind, G.S.. 2004. A new dimension to understanding university teaching. Teaching in Higher Education, 9, 363–76. doi: 10.1080/1356251042000216679
- Åkerlind, G.S.. 2005a. Variation and commonality in the phenomenographic research methods. Higher Education Research and Development, 24, 321–34. doi: 10.1080/07294360500284672
- Åkerlind, G.S.. 2005b. Ways of experiencing being a university researcher. 145–55. In Bowden and Green 2005
- Biggs, J.B., and K.F. Collis. 1982. Evaluating the quality of learning: The SOLO taxonomy, New York: Academic Press.
- Bills, D.. 2004. Supervisors’ conceptions of research and the implications for supervisor development. International Journal for Academic Development, 9, 85–97. doi: 10.1080/1360144042000296099
- Bowden, J., P. Green. eds., 2005. Doing developmental phenomenography, 145–55. Melbourne: RMIT University Press.
- Bowden, J., P. Green, R. Barnacle, N. Cherry, and R. Usher. 2005. Academics’ ways of understanding success in research activities, in Bowden and Green 2005, 128–144.
- Brew, A.. 2001. Conceptions of research: A phenomenographic study. Studies in Higher Education, 26, 271–85. doi: 10.1080/03075070120076255
- Bruce, C., B. Pham, and I. Stoodley. 2004. Constituting the significance and value of research: Views from information technology academics and industry professionals. Studies in Higher Education, 29, 219–38. doi: 10.1080/0307507042000190804
- Department of Education, Science and Training. 2005. Research Quality Framework: Assessing the quality and impact of research in Australia. Final advice on the preferred RQF model, Commonwealth of Australia. http://www.dest.gov.au/sectors/research_sector/policies_issues_reviews/key_issues/research_quality_framework/final_advice_on_preferred_rqf_model.htm
- Ingerman, Å., and S. Booth. 2003. Expounding on physics: A phenomenographic study of physicists talking of their physics. International Journal of Science Education, 25, 1489–508. doi: 10.1080/0950069032000070298
- Kember, D.. 1997. A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7, 255–75. doi: 10.1016/S0959-4752(96)00028-X
- Kiley, M., and G. Mullins. 2005. Supervisors’ conceptions of research: What are they?. Scandinavian Journal of Educational Research, 49, 245–62. doi: 10.1080/00313830500109550
- Marton, F., and S. Booth. 1997. Learning and awareness, Mahwah: Lawrence Erlbaum Associates.
- Meyer, J.H.F., M.P. Shanahan, and R.C. Laugksch. 2005. Students’ conceptions of research: I – A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49, 225–44. doi: 10.1080/00313830500109535
- Neumann, R.. 1993. Research and scholarship: Perceptions of senior academic administrators. Higher Education, 25, 97–110. doi: 10.1007/BF01384743
- Pham, B., C. Bruce, and I. Stoodley. 2005. Constituting information technology research: The experience of IT researchers. Higher Education Research and Development, 24, 215–32. doi: 10.1080/07294360500153927
- Pratt, D., and Assoc. 1998. Five perspectives on teaching in adult and higher education, Malabar, FL: Kreiger.
- Prosser, M., and K. Trigwell. 1999. Understanding learning and teaching: The experience in higher education, Buckingham: Open University Press.
- Prosser, M., E. Martin, K. Trigwell, P. Ramsden, and H. MiddletonUniversity academics’ experience of research and its relationship to their experience of teaching. Instructional Science, In press
- Samuelowicz, K., and J. Bain. 1992. Conceptions of teaching held by academic teachers. Higher Education, 24, 93–112. doi: 10.1007/BF00138620
- Samuelowicz, K., and J. Bain. 2001. Revisiting academics’ beliefs about teaching and learning. Higher Education, 41, 299–395. doi: 10.1023/A:1004130031247
- Wood, K.. 2000. The experience of learning to teach: Changing student teachers’ ways of understanding teaching. Journal of Curriculum Studies, 32, 75–93. doi: 10.1080/002202700182862