Why use scholarly texts in unit design?

During the ACU Course Review process, units are designed and/or reviewed in alignment with discipline requirements, sound educational approaches, and the ACU vision, which places the human person and their flourishing at the centre. Scholarly texts play a key role in supporting the development of units that are distinctive, innovative, and student-centred.

This evidence base ensures that each unit is academically robust, has clearly articulated and aligned learning outcomes (Stefani, 2009), and contributes to a transparent and rigorous design process. In doing so, ACU fosters a learning environment that supports the growth of the whole person, grounded in evidence-based teaching. To meet these aims, a minimum of ten scholarly texts and references is required.

What is a scholarly text/reference?

A scholarly text is a work produced by experts in a particular field that presents original research, critical analysis, or theoretical discussion. These texts 'communicate original thought, include support from a body of literature, contains formal language and are formatted in a manner consistent with peer-review publications' (Hunker et al, 2014, 341). Drawing on these texts in unit design ensures that students' learning is grounded in evidence, which inform the development of learning outcomes, teaching strategies, and assessment design. Using scholarly texts shows that our curriculum and teaching addresses the how and the why of education, 'How can we introduce these new ideas' and 'why should we actually do this?' (Biesta, 2010, 3). While these texts may be recommended for student reading, they are primarily evidence of how you have informed your decisions.

Why ten scholarly texts?

While there is no magic number, using a minimum of ten scholarly texts provides a foundation for a well-designed, current and student-centred unit. This level of curation supports evidence-based teaching of the unit, ensuring that learning activities and assessment are directly connected to learning outcomes and that teaching methods are well-considered and relevant (Biggs & Tang, 2011). Multiple sources support the depth of content without being overwhelming (Denzin, 2012). Third, more recent research ensures currency, allowing educators to build on enduring theoretical frameworks while also integrating the latest empirical insights (Barnett, 2000).

Inclusive representation can be achieved through deliberate text selection that foregrounds diverse voices, contexts, and methodologies. Such inclusivity reflects ACU's commitment to a holistic education and the embedding of Indigenous Knowledge. Finally, quality assurance requires that the curriculum is to be developed in relation to accreditation, employability, industry-relevance and community engagement, amongst other factors. This is increasingly important for accreditation processes, institutional audits, and external reviews, where evidence of a strong research base underpins the legitimacy of teaching practices (Harvey & Newton, 2007). Given these various needs, ten scholarly texts is an appropriate number.

Choosing scholarly texts

The following table outlines categories of scholarly texts to support your selection when designing an ACU unit during course review.

References

Barnett, R. (2000). Realizing the University in an Age of Supercomplexity. Buckingham: Society for Research into Higher Education & Open University Press.

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.

Biesta, G. (2010). Good education in an age of measurement: ethics, politics and democracy, Paradigm Publishers, Boulder.

Denzin, N. K. (2012). Triangulation 2.0. Journal of Mixed Methods Research, 6(2), 80-88. https://doi.org/10.1177/1558689812437186

Harvey, L., & Newton, J. (2007). Transforming quality evaluation. Quality in Higher Education, 13(2), 149-170. https://doi.org/10.1080/13538320701629176

Hunker, D. F., Gazza, E. A., & Shellenbarger, T. (2014). Evidence-based knowledge, skills, and attitudes for scholarly writing development across all levels of nursing education. Journal of Professional Nursing, 30(4), 341-346. https://doi.org/10.1016/j.profnurs.2014.01.006

Stefani, L. (2009). Planning teaching and learning: curriculum design and development. In H. Fry, S. Ketteridge & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice. (3rd ed., pp. 40-57). Oxon: Routledge.