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The Australian National University

Professor Gerlese Åkerlind

Gerlese Åkerlind

Adjunct Professor

PhD (Sydney)
BA (Hons) ANU

Contact

Phone: +61  2  6125 0056

Room:   1.12

Email:   Gerlese.Åkerlind@anu.edu.au

Professional responsibilities

In addition to being an Adjunct Professor with CEDAM, Gerlese is Director of the Teaching and Learning Centre at the University of Canberra and an honorary Research Associate of the Oxford Learning Institute, Oxford University.  Gerlese is a member of the Editorial Boards for the journals, Educational Research Review, Learning and Teaching in Higher Education, and the International Journal of Researcher Development.

Research foci

In her research, Gerlese has been mapping the nature of academic practice, as experienced by academics themselves. This includes academics' ways of experiencing being a university teacher, researcher and research supervisor, plus their experience of growing and developing as an academic in these areas. She has also investigated academics' experiences of academic freedom and autonomy. Her mapping of academic practice has extended from doctoral students and postdoctoral researchers, to early, mid and late career academics. 

Gerlese uses a range of research approaches, but has particular expertise in phenomenographic methodology and the associated Variation Theory of Learning.  She is currently Project Leader for an ALTC grant entitled, A Threshold Concepts Focus to Curriculum Design: supporting student learning through application of Variation Theory.

Recent publications

Refereed journal articles:

Åkerlind, G.S. (in press) Separating the ‘teaching’ from the ‘academic’: possible unintended consequences, Teaching in Higher Education.

Åkerlind, G.S. (2009) Postdoctoral Research Positions as Preparation for an Academic Career, International Journal for Researcher Development, Vol 1(1), pp 84-96.

Åkerlind, G.S. (2008) A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning, Teaching in Higher Education, Vol 13, pp 633-644.

Åkerlind, G.S. (2008) An academic perspective on research and being a researcher: an integration of the literature, Studies in Higher Education, Vol. 33, pp 17 - 32. (Reprinted with permission for an Italian audience as: Åkerlind, G.S. (2009) An academic perspective on research and being a researcher: an integration of the literature, Formamente: International Research Journal on Digital Futures, Vol. 4, pp 13-40.)

Åkerlind, G.S. (2008) Growing and developing as a university researcher, Higher Education, Vol 55, pp 241 - 254.

Åkerlind, G.S. (2007) Constraints on academics’ potential for developing as a teacher -- Variation in meaning, Studies in Higher Education, Vol. 32, pp. 21-37.

Åkerlind, G.S. (2005) Academic growth and development -- How do university academics experience it? Higher Education, Vol. 50, pp. 1-32.

Åkerlind, G.S. (2005) Postdoctoral researchers: Roles, Functions and career prospects, Higher Education Research and Development, Vol. 24, pp. 21-40.

Åkerlind, G.S. (2005) Variation and commonality in phenomenographic research methods, Higher Education Research and Development, Vol. 24, pp. 321-334.

Åkerlind, G.S. (2004) A new dimension to understanding university teaching, Teaching in Higher Education, Vol. 9, pp. 363-376.

Åkerlind, G.S. (2003) Growing and developing as a university teacher -- Variation in meaning, Studies in Higher Education, Vol. 28, pp. 375-390.

Åkerlind, G.S. and Kayrooz, C. (2003) Understanding academic freedom: The views of social scientists, Higher Education Research and Development, Vol. 22, pp. 327-344.

Edited books:

McAlpine, L. and Åkerlind, G.S. (Eds) (in press) Becoming an Academic: International Perspectives, Palgrave Macmillan.

Kayrooz, C., Åkerlind, G. and Tight, M. (Eds) (2007) Autonomy and Social Science Research: the View from United Kingdom and Australia Universities, International Perspectives on Higher Education Research Volume 4, Elsevier JAI Press: Kidlington, Oxford and Amsterdam.

Book chapters:

Åkerlind, G.S. (in press) Developing as an academic researcher, Chapter 3 in L. McAlpine and G. S. Åkerlind (Eds) Becoming an Academic: International Perspectives, Palgrave Macmillan.

Åkerlind, G.S. and McAlpine, L. (in press) Rethinking Preparation for Academic Careers, Chapter 7 in L. McAlpine and G. S. Åkerlind (Eds) Becoming an Academic: International Perspectives, Palgrave Macmillan.

McAlpine, L. and Åkerlind, G.S. (in press) Academic Practice in a Changing International Landscape, Chapter 1 in L. McAlpine and G. S. Åkerlind (Eds) Becoming an Academic: International Perspectives, Palgrave Macmillan.

Dahlstrom, J and Åkerlind, G.S. (in press) The what, why and how of inspiring learning, in
I. Hay (ed) Learning with the World’s Great University Teachers, Open University Press, London.

Åkerlind, G.S. (2010) Academic work: a developmental perspective, in R. Cantwell and
J. Scevak (eds) An Academic Life: A Handbook for New Academics, Melbourne: ACER Press, pp182-191.

Åkerlind, G.S. (2009) Making your doctorate work in an academic career, in C. Denholm and T. Evans (Eds) Beyond Doctorates Downunder: maximizing the impact of your doctorate from Australia and New Zealand, Melbourne: ACER Press, pp. 138-145.

Brew, A. and Åkerlind, G. S. (2009) Conclusions: directions for future research, in A. Brew and L. Lucas (Eds), Research and Researchers, McGraw Hill SRHE and Open University Press, Berkshire and New York, pp. 204-218.

Åkerlind, G. S. (2007) Academic freedom in the social sciences: the freedom to serve society, in C. Kayrooz, G. Åkerlind and M. Tight (Eds) Autonomy and Social Science Research: the View from United Kingdom and Australia Universities, International Perspectives on Higher Education Research Volume 4, Elsevier JAI Press: Kidlington, Oxford and Amsterdam, pp. 31-46.

Kayrooz, C., Åkerlind, G. and Tight, M. (2007) Autonomy in social science research, in C. Kayrooz, G. Åkerlind and M. Tight (Eds) Autonomy and Social Science Research: the View from United Kingdom and Australia Universities, International Perspectives on Higher Education Research Volume 4, Elsevier JAI Press: Kidlington, Oxford and Amsterdam, pp. 1-30.

Tight, M., Kayrooz, C. and Åkerlind, G. (2007) Review and conclusions, in C. Kayrooz, G. Åkerlind and M. Tight (Eds) Autonomy and Social Science Research: the View from United Kingdom and Australia Universities, International Perspectives on Higher Education Research Volume 4, Elsevier JAI Press: Kidlington, Oxford and Amsterdam, pp. 223-231.

Åkerlind, G.S. (2005) Learning about phenomenography: Interviewing, data analysis and the qualitative research paradigm, Chapter 6 in J. Bowden and P. Green (Eds), Doing Developmental Phenomenography, RMIT Press: Melbourne Australia, pp. 63-73.

Åkerlind, G.S. (2005) Phenomenographic methods: A case illustration, Chapter 8 in J. Bowden and P. Green (Eds), Doing Developmental Phenomenography, RMIT Press: Melbourne Australia, pp 103-127.

Åkerlind, G.S., Bowden, J. and Green, P. (2005) Learning to do phenomenography: A reflective discussion, Chapter 7 in J. Bowden and P. Green (Eds), Doing Developmental Phenomenography, RMIT Press: Melbourne Australia, pp. 74-100.

Åkerlind, G.S. (2005) Ways of experiencing being a university researcher, Chapter 10 in J. Bowden and P. Green (Eds), Doing Developmental Phenomenography, RMIT Press: Melbourne Australia, pp. 145-155.

Updated: 13 November 2012/ Responsible Officer:  Director, CHELT / Page Contact:  Web Publisher