Dr Lynn Quinn

Head of Department

Lynn Quinn

L.Quinn@ru.ac.za

Lynn is currently the Head of Department of CHERTL. She has been involved in the field of Academic Development since 1995. Her first career was as a high school English teacher. When she started working in what was then called the Academic Development Centre her work mainly involved supporting students in terms of academic writing. Her MA research project focused on students' writing in higher education. At the end of 2006 she completed her PhD which is entitled: 'A social realist account of the emergence of a formal academic staff development programme at a South African university'. From 1999 CHERTL at Rhodes began to focus more on academic staff development. Academic staff members at Rhodes are supported in a range of ways including formal qualifications such as the Postgraduate Diploma in Higher Education (PGDHE) and the Assessors’ Course. Lynn has been centrally involved in designing and facilitating these formal programmes since their inception. Over the last few years there has been an increasing demand for CHERTL expertise in relation to academic staff development nationally. This has resulted in Lynn and other CHERTL staff members offering a range of staff development courses and workshops at other higher education institutions (HEIs) all over South Africa. In response to the national need to build capacity in the field, from the start of 2011 CHERTL has begun offering a PGDHE designed particularly for staff in Educational/Academic Development Units in HEIs in South Africa. Lynn & Jo-Anne Vorster are co-ordinating this new qualification. In addition, Lynn is currently supervising Higher Education Studies students in CHERTL’s growing masters programme as well as doctoral students who are part of the CHERTL doctoral programme.

Publications

Quinn, L. (2012).Understanding resistance: an analysis of discourses in academic staff development in higher education. Studies in Higher Education 37 (2) (in press).

Quinn, L. & Boughey, C. (2009). Institutional Audit: a social realist analysis. Quality in Higher Education Vol 15 No 3: 263-278.

Mostert, M., & Quinn, L. (2009). Using ICTs in Teaching and Learning: Reflections on Professional Development of Academic Staff. Peer-Reviewed Article . Retrieved November 12, 2009, from http://ijedict.dec.uwi.edu/viewarticle.php?id=860&layout=html.

Karekezi, Wendy Wrench, Lynn Quinn, Dina Belluigi, Sunitha C Srinivas, (2007). Design, Implementation and Preliminary Evaluation of an Introductory Service-Learning Elective for Pharmacy Students. Education as change Vol 11 No 3: http://www.journals.co.za/ej/ejour_edchange.html )

Quinn, L. & Vorster, J. (2004) Transforming teachers’ conceptions of teaching and learning in a Post Graduate Certificate in Higher Education course. South African Journal of Higher Education Vol 18 No 1: 264 - 381.

Quinn, L. (2003) Reflections on a theoretical framework for a professional development course for lecturers at a South African university. International Journal for Academic Development. Vol. 8 No. 1/2: 61-75.
Quinn, L. & McKellar, T. (2002) Performance appraisal: carrot or stick? South African Journal of Higher Education Vol 16 No. 3.
Quinn, L. and Hendricks, M . (October 2000) Teaching referencing as an introduction to epistemological empowerment. Teaching in Higher Education Vol. 5 No. 4.

Quinn, L. (2000) An examination of feedback on draft essays, using Hallidays’definition of context. Per Linguam Vol. 16 No. 1: 1-17.

Quinn, L. (1999) A Psychology 1 Textbook: Meeting the needs of Curriculum? Discourse 10 (1): 38-49Van der Riet, M., Dison, A. & Quinn, L. (1998) Conceptual development through process-writing: A case study of a Psychology 2 course. South African Journal of Higher Education Vol. 12 No. 1: 220- 226

Amos, T. & Quinn, L. (1997) Management Education and Training: The role of integrated language development. South African Journal of Higher Education Vol 11No 1: 186-191.

Dison, D., Quinn, L., Nelson, R., & Collett, P. (1996) English Language Development at Rhodes University: Perceptions, Programme & Policy. Discourse Vol 7 no 1.