Objects
McKenna, Sioux, Quinn, Lynn. Sabinet; 2012. Lost in translation: Transformation in the first round of institutional audits.
Quinn, Lynn. Rhodes University; 2000. An examination of the drafting-responding process used to develop students' writing in an English Language for Academic Purposes Course.
Quinn, Lynn. Routledge; 2014. Teaching in higher education.
Quinn, Lynn. An examination of feedback on draft essays, using Halliday's definition of context:. 2009.
Quinn, Lynn, Vorster, Jo-Anne E. Transforming teachers' conceptions of teaching and learning in a post graduate certificate in higher education and training course: the practice of higher education. 2004.
Quinn, Lynn. Rhodes University; 2007. A social realist account of the emergence of a formal academic staff development programme at a South African university.
Amos, Trevor L, Quinn, Lynn. Sabinet; 1997. Management education and training.
Grant, Carolyn, Quinn, Lynn, Vorster, Jo-Anne E. An exploratory study of Heads of Departments' responses to student calls for decolonised higher education. 2018.
Quinn, Lynn. Routledge; 2020. The role of assessment in preparing academic developers for professional practice.
McKenna, Sioux, Quinn, Lynn. Routledge; 2020. Misconceptions and misapplications of student-centered approaches.
Leibowitz, Brenda, Bozalek, Vivienne, Farmer, Jean-Lee, Garraway, James, Herman, Nicoline, Jawitz, Jeff, McMillan, Wendy, Mistri, Gita, Ndebele, Clever, Nkonki, Vuyisile, Quinn, Lynn, Van Schalkwyk, Susan, Vorster, Jo-Anne E, Winberg, Chris. Springer Netherlands; 2017. Collaborative research in contexts of inequality: the role of social reflexivity.
McKenna, Sioux, Quinn, Lynn, Vorster, Jo-Anne E. Routledge; 2018. Mapping the field of Higher Education Research using PhD examination reports.
Council on Higher Education (South Africa), Leibowitz, Brenda, Bozalek, Vivienne, Garraway, James, Herman, Nicoline, Jawitz, Jeff, Muhuro, Patricia, Ndebele, Clever, Quinn, Lynn, Van Schalkwyk, Susan, Vorster, Jo-Anne E, Winberg, Chris. Council on Higher Education (South Africa); 2017. Learning to teach in higher education in South Africa.
Vorster, Jo-Anne E, Quinn, Lynn. Sense Publishers Rotterdam; 2017. Re-framing academic staff development.
Parker, Daniel M, Vorster, Jo-Anne E, Quinn, Lynn, Blackie, Margaret A L. University of the Western Cape; 2022. Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic.
Quinn, Lynn, Vorster, Jo-Anne E. South African Journal of Higher Education; 2016. Conceptualising an epistemically diverse curriculum for a course for academic developers.
Clarence, Sherran, Quinn, Lynn, Vorster, Jo-Anne E. Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL); 2015. Assessment in higher education: reframing traditional understandings and practices.
Vorster, Jo-Anne E, Quinn, Lynn. Routledge; 2015. Towards shaping the field: theorising the knowledge in a formal course for academic developers.
Quinn, Lynn, Vorster, Jo-Anne E. Routledge; 2014. Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?.
Quinn, Lynn, Vorster, Jo-Anne E. Routledge; 2016. Pedagogy for fostering criticality, reflectivity and praxis in a course on teaching for lecturers.
Vorster, Jo-Anne E, Quinn, Lynn. University of Johannesburg and Unisa Press; 2017. The ‘decolonial turn’: what does it mean for academic staff development?.