Member publications

Research by members

This area of the website is devoted to publications by ATLAANZ members that are relevant to our profession as Tertiary Learning Advisors. Follow the links below to view the range of publications produced by ATLAANZ members. 

Cover page for the teaching in higher education: Critical perspectives journal, published by Routledge
Macnaught, L., Bassett, M., van der Ham, V., Milne, J & Jenkin, C. (2022) Sustainable embedded academic literacy development: The gradual handover of literacy teaching. Teaching in Higher Education, doi: 10.1080/13562517.2022.2048369

The Learning Advisor team & co-researchers in the School of Education at AUT have a new journal article out in Teaching in Higher Education. It’s about academic literacy specialists potentially ‘getting stuck’ teaching in a limited number of tertiary courses and programs. We explore issues and options for co-creating and then gradually ‘handing over’ literacy teaching to lecturers. We also investigate relationships between what is taught and who does the teaching on assessment task resubmission rates and the distribution of grades.

Title image for Learning advisor and lecturer collaborations to embed discipline specific literacies development in degree programmes
Bassett, M. (2022). Learning advisor and lecturer collaborations to embed discipline specific literacies development in degree programmes [Doctoral thesis, University of Auckland]. Research Space.

This doctoral research sought to identify a sustainable collaborative model for programme-level embedded literacies development. It is a response to more traditional approaches that position literacy development as ‘support’ for only specific groups of students and as adjunct to the core curriculum. The main finding of the research is a proposed collaborative model for literacy specialists (learning advisors and liaison librarians) and discipline content specialists (lecturers): the Programme-wide Collaborative Model of Embedding Literacies Development. Contact Mark at

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Hamilton, J., Gao, X., Lynch, A., & Briggs, S. (2019). Evaluation of academic language and learning development provision. ICALLD.

A project of the International Consortium of Academic Language and Learning Development (ICALLD) to examine the work of language and learning practitioners, using an evaluation framework constructed for this purpose. The intention is to provide an evaluation framework for member associations and institutions when evaluating their practice. ICALLD_Evaluation_Report__final_Hamilton-et-al_(September2019)

Image of book cover Title developing generic support for doctoral students: practice and pedagogy

Carter, S. and Laurs, D. (2014). Developing generic support for doctoral students: Practice and pedagogy. Routledge.

In response to the global imperative for increased doctoral completions, universities around the world are recognising the potential for generic support to complement subject-specific supervision. This multidisciplinary, multi-voiced book (with contributions from practitioners working and researching in the USA, UK, UAE, Australia and New Zealand) explores the opportunities and challenges of providing campus-wide support for PhD students. As well as detailing programmes and workshops that address specific needs, the book highlights the often precarious positioning of learning centres, exhorting TLAs to showcase their work within the wider institutional setting at every opportunity.

The book is available for purchase (in both hardback & paperback) from Routledge.

Image of book cover Title developing generic support for doctoral students: practice and pedagogy
Bodkin-Allen S., Hoffman, J., & Whittle, J. (2012). Report on the Committed Learners Project.

The aim of the Committed Learners Project (CLP) is to identify practices to foster student engagement, improve student retention and enhance successful completion of programmes. This project involved three phases:

  • A review of the literature relating to student engagement
  • A questionnaire distributed to a variety of staff employed at ITPs, including those in administrative and management roles
  • Interviews with teaching staff and those involved in learning support.

Download this report as a PDF from ResearchGate