Kathleen M Quinlan
Reader in Higher Education
Unit for the Enhancement of Learning and Teaching (UELT), First floor room 6
- (+44) (0)1227 824579
Dr Quinlan is Director of the Centre for the Study of Higher Education and Director of Research.
Before joining the Centre for the Study of Higher Education in 2016, I held academic and leadership positions in educational development at the University of Oxford, The Australian National University and Cornell University’s College of Veterinary Medicine. I also have five years of government consulting experience in the United States, contributing to curriculum development, action planning for national and state projects, and planning and evaluation of large-scale biomedical research. I hold a Ph.D. in education from Stanford University and a B.A. in psychology from the University of Maine. Enhancing teaching in higher education has been an enduring theme in my research and teaching.
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Peer Refereed Articles:
Gantogtokh, O., & Quinlan, K.M. (in press). Challenges of designing interdisciplinary postgraduate curricula: Case studies of interdisciplinary master’s programmes at a research-intensive UK university. Teaching in Higher Education. View in KAR
Wong, S. S. H., Lim, S. W. H., Quinlan, K. M. (2016). Integrity in and beyond contemporary higher education: What does it mean to university students? Frontiers in Educational Psychology,7:1094. doi: 10.3389/fpsyg.2016.01094
Quinlan, K. M. (2016). How emotion matters in four key relationships in teaching and learning in higher education. College Teaching, 64(3), 101-111. doi 10.1080/87567555.2015.1088818.
Farenga, S. A., & Quinlan, K. M. (2015). Classifying university employability strategies: Three case studies and implications for practice and research. Journal of Education and Work. Published online first at doi: 10.1080/13639080.2015.1064517
Quinlan, K. M. (2014). Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements. Studies in Higher Education. Published online first at doi: 10.1080/03075079.2014.966069
Quinlan, K. M. (2014). Leadership of teaching for student learning in higher education: what is needed? Higher Education Research and Development, 33 (1),28-41.doi: 10.1080/07294360.2013.864609
Pleshaková, A., & Quinlan, K. M. (2013). Toward a theory of interdisciplinarity: An example of conceptual integration/blending in teaching and learning in Russian and East European language-based area studies. Russian Language Journal, 63, 169-194.
Quinlan, K. M. (2013). From therapy to poetry and back again: One writer’s journey. Journal of Poetry Therapy, 26 (2), 115-125. doi: 10.1080/08893675.2013.794537
Quinlan, K. M., Male, S., Baillie, C., Stamboulis, A., Fill, J., & Jaffer, Z. (2013). Methodological challenges in researching threshold concepts: a comparative analysis of three projects. Higher Education, 66, 585-601. doi: 10.1007/s10734-013-9623-y
Quinlan, K. M., Male, S., Fill, J., Jaffer, Z., Stamboulis, A., & Baillie, C. (2012). Understanding thresholds in first year engineering: digging beneath Mohr’s Circle. In P. Kapranos & D. Brabazon’s (Eds.), Symposium on Engineering Education, Proceedings 4th International ISEE, University of Sheffield, July 18-20, ISBN: 978-1-873769-14-0, pp. 108-115. Available at: http://isee2012.group.shef.ac.uk/papers.html
Quinlan, K. M. (2012). Exploring engineering thresholds at level 4: what happens in the Oxford tutorial? In M. Harrison, I. Moore, H. Igarashi, & S. Somani (Eds.), Enhancing engineering higher education: Outputs of the national HE STEM programme (pp. 89-94). London, UK: Royal Academy of Engineering. Available at www.raeng.org.uk/eehe.
Trevitt, C., Stocks, C., & Quinlan, K. M. (2011). Advancing assessment practice in continuing professional learning (CPL): Toward a richer understanding of teaching portfolios for learning and assessment. International Journal of Academic Development, 2, 163-175. doi:10.1080/1360144X.2011.589004
Slonim, A., Wheeler, F., Quinlan, K. M., & Smith, S. S. (2010). Designing competencies for chronic disease practice. Preventing Chronic Disease: Public Health Research, Practice and Policy, 9 (2), 1-9.
Books, chapters and other publications
Quinlan, K. M. (Ed.) (2016). How higher education feels: Commentaries on poems that illuminate emotion in learning and teaching. Rotterdam, Netherlands: Sense Publishers. http://tinyurl.com/h8ufnbb
Quinlan, K. M. (2015). Adding feeling to discourses of teaching and learning in higher education. Asian Journal of the Scholarship of Teaching and Learning, 5 (1), 5-8.
Quinlan, K. M., & Berndtson, E. (2013). The emerging European higher education area: Implications for instructional development. In E. Simon and G. Pleschová (Eds), Teacher development in higher education: Existing programs, program impact and future trends (pp. 129-150). Routledge: London.
Pleschová, G., Simon, E., Quinlan, K. M., Murphy, J. Roxa, T., & Szabó, M. (2013). The professionalisation of academics as teachers in higher education. European Science Foundation Position Paper. Available at: http://www.esf.org/fileadmin/Public_documents/Publications/professionalisation_academics.pdf
Quinlan, K. M. (2011). Developing the whole student: Leading higher education initiatives that integrate mind and heart. Leadership Foundation for Higher Education Stimulus Paper.back to top