Academic publications

Here are some recent academic publications:
Devlin, M. and McKay, J. (2018). Teaching inclusively online in a massified university systemWidening Participation and Lifelong Learning 20(1), pp. 146-166.
Devlin, M. & McKay, J. (2018). The financial realities for students from low SES backgrounds at Australian regional universities.Journal of Australian and International Rural Education28(1).
Devlin, M. & McKay, J. (2018). Facilitating the success of students from low SES backgrounds at regional universities through course design, teaching and staff attributes, in M. Shah, J. McKay (eds.), Achieving Equity and Academic Excellence in Higher Education: Global Perspectives in an Era of Widening Participation. Palgrave Macmillan.
Wood, D., McLeod, M., Viragh, K., Devlin, M., Hill, A., Harvey, A., Bennett, A., Hanley, J., Whitty, G. and Nelson, K. (2017). A comparative study of the equity strategies employed by Australian universities. Central Queensland University, Rockhampton.
Devlin, M. and McKay, J. (2017). Facilitating success for students from low socioeconomic status backgrounds at regional universitiesFederation University Australia, Ballarat. ISBN: 9781876851941
Pitman, T.,Harvey, A.,McKay, J.,Devlin, M.,Trinidad, S.,Brett, M. (2017). The impact of enabling programs on Indigenous participation: success and retention in Australian higher education In: Indigenous pathways, transitions and participation in higher education: From policy to practice, Springer, Singapore.
Pitman, T., Harvey, A., McKay, J., Devlin, M.,Trinidad, S., & Brett, M. (2017). The impact of enabling programs on Indigenous participation, success and retention in Australian higher education,in S. Larkin, J. Frawley; J. Smith; (Eds.) Indigenous pathways and transitions into Higher Education: From policy to practice. Springer.
Devlin, M.(2016). Higher education learning and teaching research: A case study informed by the neo-positivist paradigm.In Ling, L. and Ling. P (Eds.). Methods and Paradigms in Education Research. IGI Global.
McKay, J.,Devlin, M. (2016). ‘Low income doesn’t mean stupid and destined for failure’: Challenging the deficit discourse around students from low SES backgrounds in higher education In: International Journal of Inclusive Education, 20, 347 – 363.
Devlin, M.,McKay, J. (2016). Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities In: Australasian Journal of Educational Technology, 32, 92 – 106.
McKay, J.,Devlin, M. (2015). Widen participation in Australia: lessons on equity, standards, and institutional leadership In: Widening higher education participation, Chandos Publishing, Kidlington, United Kingdom.
Devlin, M.,Radloff, A. (2014). A structured writing programme for staff: Facilitating knowledge, skills, confidence and publishing outcomes In: Journal of Further and Higher Education, 38, 230 – 248.
McKay, J.,Devlin, M. (2014). ‘Uni has a different language … to the real world’: demystifying academic culture and discourse for students from low socioeconomic backgrounds In: Higher Education Research and Development, 33, 949 – 961.
Devlin, M.,McKay, J. (2014). Reframing ‘the problem’: students from low socio-economic status backgrounds transitioning to university In: Universities in transition: foregrounding social contexts of knowledge in the first year experience, University of Adelaide Press, Adelaide, Australia.
Larkin, H.,Nihill, C.,Devlin, M. (2014). Inclusive practices in academia and beyond In: The future of learning and teaching in next generation learning spaces, Emerald Group Publishing, Bingley, United Kingdom.
Devlin, M. (2013). Effective university leadership and management of learning and teaching in a widening participation context: findings from two national Australian studies In: Tertiary Education and Management, 19, 233 – 245.
Devlin, M. (2013). Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education In: Studies in Higher Education, 38, 939 – 949.