Scholarly Books, Monographs and Chapters Macfarlane, B. (2022). Re-framing the freedom to teach. In Olssen, M., Watermeyer, R. and Raaper, R., Handbook on Academic Freedom (147-159). UK: Edward Elgar Publishing https://www.e-elgar.com/shop/gbp/handbook-on-academic-freedom-9781788975902.html Macfarlane, B. (2022). The distrust of students as learners: myths and realities. P. Gibbs and P. Maassen, Trusting in Higher Education (89-100). UK: Springer https://www.amazon.com/Trusting-in-Higher-Education_-A-multifaceted-discussion-of-trust-in-and-for-higher-education-in-Norway-and-the-United-Kingdom-_Higher-Education-Dynamics_-57_/dp/3030870367 Macfarlane, B. (2022). The Distrust of Students as Learners: Myths and Realities. In P. Gibbs and P. Maassen (Eds.), Trusting in Higher Education (89-100). Dordrecht: Springer https://link.springer.com/chapter/10.1007/978-3-030-87037-9_6
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Journal Publications Macfarlane, B. (2022) The academic sabbatical as a symbol of change in higher education: from rest and recuperation to hyper-performativity, Journal of Higher Education Policy and Management Macfarlane, B. (2022). Universities’ Sacred and Profane Terms are Blunting Critical Thinking. Times Higher Education, 9 June, p. 29 https://www.timeshighereducation.com/blog/universities-sacred-and-profane-terms-are-blunting-critical-thinking Macfarlane, B. (2022). Methodology, Fake Learning, and Emotional Performativity. ECNY Review of Education, 5(1), 140-155 Doi:https://journals.sagepub.com/doi/full/10.1177/2096531120984786. Macfarlane, B. (2022). A Voyage around the Ideological Islands of Higher Education Research. Higher Education Research & Development, 41(1), 107-115 Doi:https://doi.org/10.1080/07294360.2021.2002275. Macfarlane, B. (2022) A voyage around the ideological islands of higher education research, Higher Education Research & Development, 41:1, 107-114 Macfarlane, B. (2022). Debating Higher Education. Journal of Praxis in Higher Education, 4, 1-6 Doi:https://doi.org/10.47989/kpdc.vol4.1.2022. Macfarlane, B. (2022). The closed academy? Guild power and academic social class. Higher Education Quarterly, 76(1), 36-47 Doi:https://doi.org/10.1111/hequ.12305. Macfarlane, B. and Jefferson, A.E. (2022). The Closed Academy? Guild Power and Academic Social Class. Higher Education Quarterly, 76(1), 36-47 Doi:https://doi.org/10.1111/hequ.12305. Macfarlane, B (2021). In Praise of Quiet Leadership, Universities & Intellectuals. Universities and Intellectuals, (1), 36-42 https://cerc.edu.hku.hk/universities-and-intellectuals/1-1/in-praise-of-quiet-leadership/ Macfarlane, B. (2021). Why Choice of Teaching Method is Essential to Academic Freedom: A Dialogue with Finn. Teaching in Higher Education, Online publication, 1-14 Doi:https://doi.org/10.1080/13562517.2021.2007473. Macfarlane, B. (2021). Why choice of teaching method is essential to academic freedom: a dialogue with Finn. Higher Education, N/A, N/A Doi:https://doi.org/10.1080/13562517.2021.2007473. Macfarlane, B. (2021). The Conceit of Activism in the Illiberal University. Policy Futures in Education, 19(5), 594-606 Doi:https://doi.org/10.1177%2F14782103211003422. Macfarlane, B. (2021). The Spirit of Research. Oxford Review of Education, 47(6), 737-751 Doi:https://doi.org/10.1080/03054985.2021.1884058. Macfarlane, B. and Eriksen, M. (2020). The Right to Teach at University: A Humboldtian Perspective. Educational Philosophy and Theory, 53(11), 1136-1147 Doi:https://doi.org/10.1080/00131857.2020.1783245. Macfarlane, B. (2019). The Neoliberal Academic: Illustrating Shifting Academic Norms in an Age of Hyper-Performativity. Educational Philosophy and Theory, 53(5), 459-468 Doi:https://doi.org/10.1080/00131857.2019.1684262.
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