L.Quinn@ru.ac.za | 046 6037391

I have been involved in the field of Academic Development since 1995. My first career was as a high school English teacher. When I started working in what was then called the Academic Development Centre my work mainly involved supporting students in terms of academic writing. My MA research project focused on students' writing in higher education. At the end of 2006, I completed my Ph.D. 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 CATALyst/Assessors’ Course. I have 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 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 / Learning and Teaching Centres in HEIs in Southern Africa. I am the current co-ordinator of this qualification. In addition, I am involved in the supervision of doctoral students who are part of the CHERTL doctoral programme, including a teaching and learning research group. 

My publications can be accessed at: orcid.org/0000-0002-2922-1312

Peer reviewed journal articles and book chapters

Quinn, L. (ed) (2019) Re-imagining Curriculum: Spaces for Disruption. African Sun Media:  Stellenbosch.

Quinn, L. & Vorster, J. (2019) Why the focus on curriculum? Why now? The role of academic development. In Quinn, L. (ed) (2019) in Re-imagining Curriculum: Spaces for Disruption. African Sun Media:  Stellenbosch.  1 – 22

Quinn, L., Behari-Leak, K., Ganas, R., Olsen, A., & Vorster, J. (2019) Reflecting on feedback processes for new ways of knowing, being and acting. International Journal for Academic Development,  24 (4):  330-341  https://doi.org/10.1080/1360144X.2019.1593174

Giloi, S. & Quinn, L. (2019) Assessment of Sustainable Design: The Significance of Absence in The Design Journal, 22 (6): 833-851  DOI: 10.1080/14606925.2019.1651601p 833-851

Grant, C., Quinn, L., & Vorster, J. (2018) An exploratory study of Heads of Departments’ responses to student calls for decolonised higher education. Journal of Education 72. http://dx.doi.org/10.17159/2520-9868/i72a

McKenna, S., Quinn, L. & Vorster, J. (2018) Mapping the field of Higher Education Studies using PhD examination reports. Higher Education Research & Development. http://www.tandfonline.com/eprint/CZx6QqDZRjUr5xm57m8n/full

Leibowitz, B., Bozalek, V., Garraway, J., Herman, N., Jawitz, J., Muhuro, P., Ndebele, C., Quinn, L., van Schalkwyk, S., Vorster, J. & Winberg, C. (2017) Learning to teach in higher education in South Africa: An investigation into the influences of institutional context on the professional learning of academics in their roles as teachers. Council on Higher Education: Pretoria. http://heltasa.org.za/wp-content/uploads/2016/11/Learning-to-Teach-in-Higher-Education-in-South-Africa.pdf.

Vorster, J. & Quinn, L. (2017) Re-framing academic development in Kinchin, I.M. & Winstone, N.E. (Eds.) Pedagogic Frailty and Resilience in the University. Sense Publishers: Rotterdam, The Netherlands. 109 – 122. 10.1007/978-94-6300-983-6_8

Quinn, L. & Vorster, J. (2017) Connected disciplinary responses to the call to decolonise curricula in South African higher education in Carnell, B. and Fung, D.(Eds.) Developing the Higher Education Curriculum. Research-based education in practice. UCL Press: London. http://www.ucl.ac.uk/ucl-press/browse-books/developing-the-higher-education-curriculum

Vorster, J. & Quinn, L. (2017). The ‘decolonial turn’: What does it mean for academic staff development? Education as Change. http://dx.doi.org/10.17159/1947-9417/2017/853 

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 41(7)  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. 10.18820/9781920338879

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. 10.18820/9781920338879

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. 10.18820/9781920338879

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. 10.18820/9781920338879

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. 10.18820/9781920338879

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. http://www.journals.ac.za/index.php/sajhe/article/view/202

Quinn, L. (2012). Understanding resistance: an analysis of discourses in academic staff development in higher education. Studies in Higher Education 37(1): 69-83. 10.1080/03075079.2010.497837

Quinn, L. & Boughey, C. (2009). Institutional Audit: a social realist analysis. Quality in Higher Education 15(3): 263-278. 10.1080/13538320903343172

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:  10.1080/16823200709487185 

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. http://0-hdl.handle.net.wam.seals.ac.za/10520/EJC37033

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. 10.1080/1360144042000277946

Quinn, L. & McKellar, T. (2002) Performance appraisal: carrot or stick? South African Journal of Higher Education Vol 16 No. 3. http://dx.doi.org/10.4314/sajhe.v16i3.25219

Hendricks, M and Quinn, L. (October 2000) Teaching referencing as an introduction to epistemological empowerment. Teaching in Higher Education Vol. 5 No. 4. 10.1080/713699175

Quinn, L. (2000) An examination of feedback on draft essays, using Hallidays’ definition of context. Per Linguam Vol. 16 No. 1: 1-17. 10.5785/16-1-141

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.

Teaching resources

Clarence, S., Quinn, L. and Vorster, J. (2015) (eds) Assessment in Higher Education: Reframing traditional understandings and practices. http://www.ru.ac.za/teachingandlearning/resources/publications/

Quinn, L. (2015) Introduction in Assessment in Higher Education: Reframing traditional understandings and practices. http://www.ru.ac.za/teachingandlearning/resources/publications/

Newspaper articles

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. Quinn, L. and Vorster, J. (5 October 2012). https://mg.co.za/article/2012-10-05-00-training-new-academics-is-a-complex-challenge

 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.

Quinn, L, Boughey, C & Vorster, J. (2013) Institutional Case Study Report: Academic staff development at Rhodes University. Unpublished.

Last Modified: Wed, 27 Oct 2021 13:06:37 SAST