Marcia Devlin
Biographic Data
| ID | 661992 |
|---|---|
| NAME | Marcia Devlin |
| GIVEN NAMES | Marcia |
| FAMILY NAME | Devlin |
| SIGNATURE | DEVLIN M |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-6953-6028 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
The costs of and economies of scale in supporting students from low socioeconomic status backgrounds in Australian higher education
This study examined the costs of supporting Australian university students from different socioeconomic status (SES) backgrounds and whether there are economies of scale. The mixed-methods research in 2018 and 2019 found that substantially higher costs applied for supporting students from low SES backgrounds. These were explained by the costs inherent in: increasing aspiration and capital prior to university; academic, personal and financial supp…
A commentary on the criteria of effective teaching in post-Covid higher education
An article published in Higher Education Research & Development (HERD) in 2010 titled, ‘The criteria of effective teaching in a changing higher education context’ argued that an effective university teacher needs to have specific skills and practices that are applicable to a particular context. The article is one of HERD’s most downloaded articles and continues to be highly cited over a decade later. However, since this article was published, the…
Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities
Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LS…
Low income doesn't mean stupid and destined for failure: Challenging the deficit discourse around students from low SES backgrounds in higher education
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support defi…
Clitic right dislocation in English: Cross-linguistic influence in multilingual acquisition
Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education
This article examines the conceptual frames that might be used to consider the success and achievement of students from low socio-economic status in Australian higher education. Based on an examination of key literature from Australia, New Zealand, the United Kingdom and North America, it is argued that Australia should avoid adopting either a deficit conception of students from low socio-economic backgrounds or a deficit conception of the instit…
Conceptualising and measuring student engagement through the Australasian Survey of Student Engagement (Ausse): A critique
Student engagement has rapidly developed a central place in the quality agenda of Australian universities since the introduction of the Australasian Survey of Student Engagement (AUSSE). The AUSSE is based on one developed in the USA. The main arguments given for adopting this survey in Australia are that it provides a valid instrument for measuring engagement and that it enables international comparisons. However, the survey instrument and scale…
Directions for Australian higher education institutional policy and practice in supporting students from low socioeconomic backgrounds
The Australian Government's response to the 2008 Bradley Review of higher education has set clear targets for increased university participation of people from low socioeconomic status backgrounds. Using a ‘success-focused’ methodological approach, this research documents the factors that a sample of 53 later-year, low socioeconomic status background students at one Australian university report have assisted them to manage and overcome the challe…
Focusing on university student engagement at the institutional level
In Australia, there has been a tendency to rely on quantitative indicators of university teaching quality. This has occurred partly because the indicators are perceived as objective and reliable and partly because they are relatively simple to gather and collate. A national project currently underway is based on the assumptions that teaching quality is multidimensional and that the identification and use of relevant indicators of teaching quality…
Indigenous Higher Education Student Equity: Focusing on What Works
The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous student equity in higher education. Undertaking independent evaluation of existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some …
Policy, Preparation, and Prevention: Proactive minimization of student plagiarism
Countless cases of plagiarism are detected across the Australian higher education sector each year. Generally speaking, policy and other responses to the issue focus on punitive, rather than on educative, measures. Recently, a subtle shift is discernable. As well as ensuring appropriate consequences for plagiarists, several universities are beginning to formalize the inclusion of learning and teaching strategies in anti‐plagiarism‐related policy …
Revisiting the impact of formative assessment opportunities on student learning
This project developed as a result of some inconclusive data from an investigation of whether a relationship existed between the use of formative assessment opportunities and performance, as measured by final grade. We were expecting to show our colleagues and students that use of formative assessment resources had the potential to improve performance of first year students. This first study, undertaken in semester 1 2002, indicated that there wa…
The Potential of a Methodology for University-wide Multimedia and Educational Technology Evaluation
This paper reports on the methodology used for a review conducted at the University of Melbourne to determine the impact on teaching, learning and student study habits of multimedia and educational technology. Of particular methodological interest among the multiple components of the review was a quasi-controlled study of student attitudes towards and experiences of using educational technology. These were gathered using a targeted student sample…
Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education
This article examines the conceptual frames that might be used to consider the success and achievement of students from low socio-economic status in Australian higher education. Based on an examination of key literature from Australia, New Zealand, the United Kingdom and North America, it is argued that Australia should avoid adopting either a deficit conception of students from low socio-economic backgrounds or a deficit conception of the instit…
Low income doesn't mean stupid and destined for failure: Challenging the deficit discourse around students from low SES backgrounds in higher education
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support defi…
Indigenous Higher Education Student Equity: Focusing on What Works
The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous student equity in higher education. Undertaking independent evaluation of existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some …
Policy, Preparation, and Prevention: Proactive minimization of student plagiarism
Countless cases of plagiarism are detected across the Australian higher education sector each year. Generally speaking, policy and other responses to the issue focus on punitive, rather than on educative, measures. Recently, a subtle shift is discernable. As well as ensuring appropriate consequences for plagiarists, several universities are beginning to formalize the inclusion of learning and teaching strategies in anti‐plagiarism‐related policy …
Directions for Australian higher education institutional policy and practice in supporting students from low socioeconomic backgrounds
The Australian Government's response to the 2008 Bradley Review of higher education has set clear targets for increased university participation of people from low socioeconomic status backgrounds. Using a ‘success-focused’ methodological approach, this research documents the factors that a sample of 53 later-year, low socioeconomic status background students at one Australian university report have assisted them to manage and overcome the challe…
Focusing on university student engagement at the institutional level
In Australia, there has been a tendency to rely on quantitative indicators of university teaching quality. This has occurred partly because the indicators are perceived as objective and reliable and partly because they are relatively simple to gather and collate. A national project currently underway is based on the assumptions that teaching quality is multidimensional and that the identification and use of relevant indicators of teaching quality…
The Potential of a Methodology for University-wide Multimedia and Educational Technology Evaluation
This paper reports on the methodology used for a review conducted at the University of Melbourne to determine the impact on teaching, learning and student study habits of multimedia and educational technology. Of particular methodological interest among the multiple components of the review was a quasi-controlled study of student attitudes towards and experiences of using educational technology. These were gathered using a targeted student sample…
Revisiting the impact of formative assessment opportunities on student learning
This project developed as a result of some inconclusive data from an investigation of whether a relationship existed between the use of formative assessment opportunities and performance, as measured by final grade. We were expecting to show our colleagues and students that use of formative assessment resources had the potential to improve performance of first year students. This first study, undertaken in semester 1 2002, indicated that there wa…
Policy, Preparation, and Prevention: Proactive minimization of student plagiarism
Countless cases of plagiarism are detected across the Australian higher education sector each year. Generally speaking, policy and other responses to the issue focus on punitive, rather than on educative, measures. Recently, a subtle shift is discernable. As well as ensuring appropriate consequences for plagiarists, several universities are beginning to formalize the inclusion of learning and teaching strategies in anti‐plagiarism‐related policy …
Focusing on university student engagement at the institutional level
In Australia, there has been a tendency to rely on quantitative indicators of university teaching quality. This has occurred partly because the indicators are perceived as objective and reliable and partly because they are relatively simple to gather and collate. A national project currently underway is based on the assumptions that teaching quality is multidimensional and that the identification and use of relevant indicators of teaching quality…
Indigenous Higher Education Student Equity: Focusing on What Works
The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous student equity in higher education. Undertaking independent evaluation of existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some …
Directions for Australian higher education institutional policy and practice in supporting students from low socioeconomic backgrounds
The Australian Government's response to the 2008 Bradley Review of higher education has set clear targets for increased university participation of people from low socioeconomic status backgrounds. Using a ‘success-focused’ methodological approach, this research documents the factors that a sample of 53 later-year, low socioeconomic status background students at one Australian university report have assisted them to manage and overcome the challe…
Conceptualising and measuring student engagement through the Australasian Survey of Student Engagement (Ausse): A critique
Student engagement has rapidly developed a central place in the quality agenda of Australian universities since the introduction of the Australasian Survey of Student Engagement (AUSSE). The AUSSE is based on one developed in the USA. The main arguments given for adopting this survey in Australia are that it provides a valid instrument for measuring engagement and that it enables international comparisons. However, the survey instrument and scale…
Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education
This article examines the conceptual frames that might be used to consider the success and achievement of students from low socio-economic status in Australian higher education. Based on an examination of key literature from Australia, New Zealand, the United Kingdom and North America, it is argued that Australia should avoid adopting either a deficit conception of students from low socio-economic backgrounds or a deficit conception of the instit…
Low income doesn't mean stupid and destined for failure: Challenging the deficit discourse around students from low SES backgrounds in higher education
The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support defi…
Clitic right dislocation in English: Cross-linguistic influence in multilingual acquisition
Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities
Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LS…
A commentary on the criteria of effective teaching in post-Covid higher education
An article published in Higher Education Research & Development (HERD) in 2010 titled, ‘The criteria of effective teaching in a changing higher education context’ argued that an effective university teacher needs to have specific skills and practices that are applicable to a particular context. The article is one of HERD’s most downloaded articles and continues to be highly cited over a decade later. However, since this article was published, the…
The costs of and economies of scale in supporting students from low socioeconomic status backgrounds in Australian higher education
This study examined the costs of supporting Australian university students from different socioeconomic status (SES) backgrounds and whether there are economies of scale. The mixed-methods research in 2018 and 2019 found that substantially higher costs applied for supporting students from low SES backgrounds. These were explained by the costs inherent in: increasing aspiration and capital prior to university; academic, personal and financial supp…
Sociology (11 works) · Higher education (10 works) · Psychology (10 works) · Pedagogy (8 works) · Political science (8 works) · Public relations (7 works) · Higher Education Research Studies (6 works) · Mathematics education (6 works) · Education Systems and Policy (5 works) · Computer Science (4 works)