Books and Book Length/Major Research Reports/Edited Collections
Harvey, A., Luckman, M., Gao, Y., Kubler, M., Tomaszewski, W., Dempsey, N., Devlin, M., Cook, E.J., Hill, B., Hill, A., Shore, S. Reedy, A., Holmes, K. (2022) Towards the point of return: Maximising students’ uptake of university places following deferral and leave. La Trobe. University. https://doi.org/10.26181/19897210.v1
Butler-Henderson, K., Carbone, A., Devlin, M., Bull, R., Coldwell-Neilson, J., Fenton, S.H., Fitzgerald, T. and Lang, C. (2022). Women and leadership in higher education learning and teaching. Special Issue of Journal of University Teaching and Learning Practice 19(1).
Devlin, M. & McKay, J. (2021) (Eds). Student Success in a Global Pandemic. Special Issue of Student Success. 12(3).
Devlin, M. (2021). Beating the Odds: A practical guide to navigating sexism in Australian universities. Melbourne: Australia. ISBN: 978-0-6451010-3-4
Devlin, M., Zhang, L., Edwards, D., Withers, G., McMillan, J., Vernon, L., and Trinidad, S. (2019). Economies of Scale in Supporting Low SES Students: Research Report. National Centre for Student Equity in Higher Education.
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 universities. Federation University Australia, Ballarat. ISBN: 9781876851941 (1876851
Pitman, T, Trinidad, S., Devlin, M., Harvey, A., Brett, M., & McKay, J. (2016). Pathways to higher education: A comparison of the efficacy of enabling and sub-bachelor pathways for disadvantaged students. National Centre for Student Equity in Higher Education, Perth. ISBN: 978-0-9923560-9-5
Blackmore, J., Gribble, K., Farrell, L., Rahimi, M., Arber, R. and Devlin, M. (2014). Australian International Graduates and the Transition to Employment: Final Report. Deakin University, Melbourne. Digital copy ISBN: 978-0-7300-0009-9 | Print copy ISBN: 978-0-7300-0010-5. Major report from ARC grant no. LP0990875
Devlin, M., Kift, S., Nelson, K., Smith, L. and McKay, J. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Resources for Australian higher education. Final Report. Office for Learning and Teaching, Commonwealth of Australia. ISBN: 978-1-922125-51-4
Devlin, M., Smeal, G., Cummings, R. and Mazzolini, M. (2012). Leading sustainable improvement in university teaching and learning: Lessons from the sector. Australian Learning and Teaching Council, Sydney, Australia.
Davies, M., Devlin, M. and Tight, M. (Eds). (2010). Interdisciplinary Higher Education, International Perspectives on Higher Education Research. Vol. 5. Emerald Group Publishing Ltd. Amsterdam; New York: JAI Elsevier Press:
Devlin, M., Nagy, J. and Lichtenberg, A. (2010) (Eds.). Reshaping Higher Education, Research and Development in Higher Education, 33.
Harris, K., Farrell, K., Bell, M., Devlin, M. and James, R. (2008). Peer Review of Teaching in Australian Higher Education: A handbook to support institutions in developing and embedding effective policies and practices. Australian Learning and Teaching Council, Sydney, Australia. ISBN: 978-0-734044-59
James, R., Anderson, A., Bexley, E., Devlin, M., Garnett, R., Marginson, S. and Maxwell, L. (2008, March). Participation and Equity: A review of the participation in higher education of people from low socioeconomic backgrounds and Indigenous people. Universities Australia, Canberra, Australia.
James, R., Bexley, E., Devlin, M. and Marginson, S. (2007, August). Australian University Student Finances 2006: Final report of a national survey of students in public universities. Universities Australia. Canberra, Australia.
James, R., Bexley, E., Devlin, M. and Marginson, S. (2007, February). Australian University Student Finances 2006: A summary of findings from a national survey of students in public universities. Australian Vice-Chancellors Committee, Canberra, Australia.
Devlin, M. and James, R. (2006, September). Partnerships, Pathways and Policies – Improving Indigenous Education Outcomes. Conference report of the Second Annual Indigenous Higher Education Conference, Commonwealth of Australia, Canberra, Australia ISBN: 0-642-77653-9 and 0-642-77654-7 (Online)
James, R. and Devlin, M. (2006, March). Improving Indigenous Outcomes and Enhancing Indigenous Culture and Knowledge in Australian Higher Education. The IHEAC Conference Report 2005 on Education led recovery of Indigenous capacity: reshaping the policy agenda and The IHEAC Strategic Plan 2006-2008, Department of Education, Science and Training, Canberra, Australia. ISBN: 0-642-77628-8 or 0-642-77629-6 (Online)
Book Chapters
Devlin, M. & McKay, J. (2019). A ‘Critical Factor’: Facilitating the success of students from Low Socioeconomic Status Backgrounds at Australian Regional Universities through Technology. In Hoffman, J., Blessinger, P. & Makhana, M. (eds.), Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion, Innovations in Higher Education. pp 131-144. https://doi.org/10.1108/S2055-364120190000017010, ISBN: 978-1-78756-065-9
Devlin, M. (2019). Nine elements of the Scholarship of Discovery: A starting point. In L. Ling and P. Ling (Eds) Emerging Methods and Paradigms in Scholarship and Education Research.
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.
McKay, J., Pitman, T., Devlin, M., Trinidad, S., Harvey, A., & Brett, M. (2018). The use of enabling programs as a pathway to higher education by disadvantaged students in Australia, In Agosti, C & Bernat, E (Eds.). University Pathway Programs: Local responses within a growing global trend, Springer International Publishing AG.
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. and Devlin, M. (2015). Widening Participation in Australia: Lessons on equity, standards and institutional leadership. In S. Mahsood, A. Bennett, and E. Southgate, (Eds.) Widening Participation: A Global Perspective. Elsevier.
Devlin, M. and McKay, J. (2014). Reframing the problem: Students from low socioeconomic status backgrounds transitioning to university. In Brook, H., Fergie, D., Maeorg, M. and Michell, D. (Eds). Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience (p. 97-125).
Larkin, H., Nihill, C. and Devlin, M. (2014). Inclusive practices in academia and beyond. In K. Fraser (Ed.). The Future of Learning and Teaching in Next Generation Learning Spaces. Emerald Group Publishing: UK (pp. 147-172).
Devlin, M. and Larkin, H. (2013). The student experience. In S. Loftus, T. Gerzina, J. Higgs, M. Smith, & E. Duffy (Eds.) Educating Health Professionals: Becoming a University Teacher. Sense publishers, The Netherlands.
Davies, W. M., and Devlin, M. (2010). Introduction. In M. Davies, M. Devlin and M. Tight (Eds), Interdisciplinary Higher Education: Perspectives and Practicalities, International Perspectives on Higher Education Research. Vol. 5. Emerald Group Publishing Ltd. Amsterdam; New York: JAI Elsevier Press.
Davies, W. M. and Devlin, M. (2010). Interdisciplinary Higher Education. In M. Davies, M. Devlin and M. Tight (Eds), Interdisciplinary Higher Education, International Perspectives on Higher Education Research. Vol. 5. Emerald Group Publishing Ltd. Amsterdam; New York: JAI Elsevier Press.
Devlin, M. (1995). Metacognition and the cognitive apprenticeship model in tertiary learning support. In M. Garner, K. Chanock, & Clerehan, R. Academic Skills Advising: Towards a Discipline. Monash University Press, ISBN: 0-909367-41-X.
Refereed journal articles
Devlin, M., Zhang, L-C., Edwards, D., Withers, G. McMillan, J., Vernon, L. & Trinidad, S. (2022). The costs of, and economies of scale in, supporting students from low socioeconomic status backgrounds in Australian higher education. Higher Education Research and Development.
Devlin, M. (2022). Baked beans on toast and beating the gender odds. Journal of University Teaching & Learning Practice, 19(1), 6-18.
Butler-Henderson, K., Carbone, A., Devlin, M., Bull, R., Coldwell-Neilson, J., Fenton, S. H., Fitzgerald, T., & Lang, C. (2022). Editorial: Women and leadership in higher education learning and teaching. Journal of University Teaching & Learning Practice, 19(1), 1-5.
Devlin, M. & Samarawickrema, G. (2022). A commentary on the criteria of effective teaching in post-COVID higher education. Higher Education Research and Development 41(1) 21-32. DOI: 10.1080/07294360.2021.2002828
Devlin, M. & McKay, J. (2019). Teaching regional students from low socioeconomic backgrounds: Key success factors in Australian higher education. Australian and International Journal of Rural Education 29 (3), 7-23.
Devlin, M. & McKay, J. (2018). The financial realities for students from low SES backgrounds at Australian regional universities. Australian and International Journal of Rural Education 28(1).
Devlin, M and McKay, J. (2018). Teaching inclusively online in a massified university system. Widening Participation and Lifelong Learning 20(1), pp. 146-166.
Devlin, M. and McKay, J. (2016). Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian higher education. Australasian Journal of Educational Technology 32(1)
McKay, J. and Devlin, M. (2015). “Low income doesn’t mean stupid and destined for failure:” Challenging the deficit discourse around low SES students in higher education. International Journal of Inclusive Education.
McKay, J. and Devlin, M. (2014). Demystifying higher education culture for students from low socioeconomic backgrounds. Higher EducationResearch and Development.
Devlin, M. (2013). Bridging socio-cultural incongruity: Conceptualising students from low socioeconomic status backgrounds in Australian higher education. Studies in Higher Education. 38(6) 939-949.
Devlin, M. (2013). Effective university leadership and management of learning and teaching in a widening participation context: Findings from two national Australian studies. Tertiary Education and Management. Online:
Devlin, M. and Radloff, A. (2012). A structured writing programme for staff: Facilitating knowledge, skills, confidence and publishing outcomes. Journal of Further and Higher Education.
Hagel, P., Carr, R. and Devlin, M. (2012). Conceptualising and measuring student engagement through the Australasian Survey of Student Engagement (AUSSE): A critique. Assessment and Evaluation in Higher Education, 37(4), 475-486.
Devlin, M. and O’Shea, H. (2011). Effective university teaching: views of Australian university students from low socioeconomic status backgrounds. Teaching in Higher Education. p. 1-13
Devlin, M. and O’Shea, H. (2011). Directions for Australian higher education institutional policy and practice in supporting students from low socioeconomic backgrounds. Journal of Higher Education Policy and Management 33(5) 529-535.
Devlin, M. and Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research and Development 29(2) 111-124. [Included in Routledge’s top ten most cited articles in Higher Education journal portfolio and listed in the Top 10 articles downloaded from HERD since inception. Has been cited over 500 times in more than 45 countries]
Devlin, M. (2009). Indigenous higher education student equity: Focusing on what works. Australian Journal of Indigenous Education 38, 1-7.
Devlin, M., Brockett, J. and Nicholls, S. (2009). Focusing on university student engagement at the institutional level. Journal of Higher Education Policy and Management 31(2), 109-119
Devlin, M. James, R. and Grigg, G. (2008). Studying and working: A national study of student finances and student engagement. Tertiary Education and Management 14(2) 111-122.
Devlin, M. (2008). Research challenges inherent in determining improvement in university teaching. Issues in Educational Research 18(1), 12-25.
Devlin, M. and Gray, K. (2007). In their own words: A qualitative study of the reasons Australian university student plagiarise. Higher Education Research and Development 26(2), 181-198.
Devlin, M. (2006). Challenging accepted wisdom about the place of teaching in university teaching improvement. International Journal of Teaching and Learning in Higher Education 18(2), 112-119.
Devlin, M. (2006). Policy, preparation and prevention: Proactive minimisation of student plagiarism. Journal of Higher Education Policy and Management 28(1), pp 45-58.
Peat, M., Franklin, S. Devlin, M. and Charles, M. (2005). Revisiting the impact of formative assessment opportunities on student learning. Australasian Journal of Educational Technology 21(1), pp 102-117.
Devlin, M. and Tija, T. (2004). Beyond satisfaction surveys: The development of an evaluation process for a postgraduate transferable skills program. Issues in Educational Research. 14(1), 44-58
Devlin, M. (2003). Using a student-centred, solution-focused approach to improving individual university teaching. International Journal for Academic Development 8 (1-2), 77-89.
Devlin. M. and James, R. (2003). The potential of a methodology for university-wide multimedia and educational technology evaluation. Assessment and Evaluation in Higher Education 28 (1), 47-58.
Devlin, M. (2002). An improved questionnaire for gathering student perceptions of teaching and learning. Higher Education Research and Development 21 3, 289-304.
Devlin, M. (2002). Taking responsibility isn’t everything: A case for developing tertiary students’ conceptions of learning. Teaching in Higher Education 7 (2), 125-138.
Devlin, M. (1999). An interview schedule for use in the assessment of tertiary students’ learning development needs. The Australian Educational and Developmental Psychologist 16(2), 22-28.
Devlin, M. (1996). Older and wiser?: A comparison of the learning and study strategies of mature age and younger teacher education students. Higher Education Research and Development 15 (1), 51-60.
McLean, P., Elphingstone, L., Devlin, M. & Surtie, F. (1995). Models of learning support in Victorian institutions: Issues and implications. Higher Education Research and Development 14(1), 75-86.