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.

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