Associate Professor Lynn Quinn
Lynn 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 (PGDip (HE)) 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, including the PGDip (HE), 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 PGDip (HE) designed particularly for staff in Academic Development Units in HEIs in South Africa. Lynn ordinates this qualification. In addition, Lynn is currently supervising doctoral students who are part of the CHERTL doctoral programme.
Vorster, J. & Quinn, L. (2017) Re-framing academic development in Kinchin, I.M. & Winstone, N.E. (Eds.) Pedagogic Frailty and the University. Sense Publishers: Rotterdam, The Netherlands.
Quinn, L. & Vorster, J. (2017) Disciplinary responses to the call to decolonise curricula in South African higher education in Fung, D., Carnell, B. & Tong, V. Disciplinary Approaches to Connecting the Higher Education Curriculum. UCL Press: London.
Vorster, J. & Quinn, L. (in press 2017). The ‘decolonial turn’: What does it mean for academic staff development? Education as Change 21 (1).
Leibowitz, B., Bozalek , V., FarmerJ., Garraway, J., Herman., N., Jawitz, J., McMillan, W., Mistri, G., Ndebele, C, Nkonki, V., Quinn, l., Van Schalkwyk, S., Vorster, J. Winberg, C. (2016) Collaborative research in contexts of inequality: the role of social reflexivity. Higher Education. DOI 10.1007/s10734-016-0029-5.
Quinn, L & Vorster, J. (2016) Conceptualising an epistemically diverse curriculum for a course for academic developers. South African Journal for Higher Education 30 (6): 24 – 38. doi.org/10.20853/30-6-717
Quinn, L. & Vorster. J. (2015). Pedagogy for fostering criticality, reflectivity and praxis in a course for lecturers on teaching. Assessment and Evaluation in Higher Education. Vol. 41 , Iss. 7,2016 DOI:10.1080/02602938.2015.1066756
Quinn, L. & Vorster. J. (2015). Pedagogy for fostering criticality, reflectivity and praxis in a course for lecturers on teaching. Assessment and Evaluation in Higher Education. DOI:10.1080/02602938.2015.1066756
Vorster, J. & Quinn, L. (2015). Towards shaping the field: theorising the knowledge in a formal course for academic developers. Higher Education Research and Development. 34(5): 1031-1044. (DOI:10.1080/07294360.2015.1070126
Quinn, L. (2014) Teaching in higher education, International Journal for Academic Development, 19(2):156-158, DOI: 10.1080/1360144X.2014.908094
Quinn, L. & Vorster, J. (2014). Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way? International Journal for Academic Development 19(3): 255-258. DOI:10.1080/1360144X.2013.879719
Quinn, L. (Ed.) (2012). Re-imagining academic staff development: spaces for disruption. Stellenbosch: SUN MeDIA.
Mostert, M. & Quinn, L. (2012). Using ICTs in teaching and learning: reflections on professional development of academic staff. In L. Quinn (Ed.) Re-imagining academic staff development: spaces for disruption (pp. 101-118). Stellenbosch: SUN MeDIA.
Quinn, L. (2012). Enabling and constraining conditions for academic staff development. In L. Quinn (Ed.) Re-imagining academic staff development: spaces for disruption (pp. 27-50). Stellenbosch: SUN MeDIA.
Vorster, J. & Quinn, L. (2012). Theorising the pedagogy of a formal programme for university lecturers. In L. Quinn (Ed.) Re-imagining academic staff development: spaces for disruption (pp. 51-70). Stellenbosch: SUN MeDIA.
Vorster, J. & Quinn, L. (2012). Privileging knowledge, creating knowers: an analysis of a formal programme for university lecturers. In L. Quinn (Ed.) Re-imagining academic staff development: spaces for disruption (pp. 71-88). Stellenbosch: SUN MeDIA.
McKenna, S. and Quinn, L. (2012) Lost in translation: transformation in the first round of institutional audits. South African Journal of Higher Education 26(5): 1033- 1044.
Quinn, L. (2012). Understanding resistance: an analysis of discourses in academic staff development in higher education. Studies in Higher Education 37(1): 69-83.
Quinn, L. & Boughey, C. (2009). Institutional Audit: a social realist analysis.Quality in Higher Education 15(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 18(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. 8 (1/2): 61-75.
Quinn, L. & McKellar, T. (2002) Performance appraisal: carrot or stick? South African Journal of Higher Education Vol 16 No. 3.
Hendricks, M and Quinn, L. (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
Van 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 12(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.
Clarence, S., Quinn, L. and Vorster, J. (2015) (eds) Assessment in Higher Education: Reframing traditional understandings and practices.
Quinn, L. (2015) Introduction in Assessment in Higher Education: Reframing traditional understandings and practices.
Vorster, J. & Quinn, L. (30 November 2015) How academic staff development can contribute to changing universities. The Conversation. https://theconversation.com/how-academic-staff-development-can-contribute-to-changing-universities-51163
Quinn, L. & Vorster, J. (11 June 2015). How to turn lecturers into good university teachers. The Conversation. https://theconversation.com/how-to-turn-lecturers-into-good-university-teachers-42134
Vorster, J. & Quinn, L. (29 June 2015). Professors aren't born: they must be nurtured. The Conversation. https://theconversation.com/professors-arent-born-they-must-be-nurtured-43670
Quinn, L. and Vorster, J. (5 October 2012) Training new academics is a complex challenge. Mail & Guardian
Commissioned research reports
Quinn, L. (2003) An evaluation of the impact of a formal programme leading to the Post Graduate Certificate in Higher Education and Training (PGCHET) at Rhodes University, Grahamstown. Case study research report for the ETDP SETA. December 2003
Quinn, L. (2004) Independent review of the current curriculum development processes at Peninsula Technikon. Unpublished.
Mostert, M., Quinn, L. and Vorster, J. (2005). Report on Evaluation of Three Programmes at Eduardo Mondlane University in Maputo, Mozambique. Unpublished.
Last Modified :Tue, 30 May 2017 10:50:53 SAST