All publications


Book chapters

  • Bell, A. & Santamaria, L. (2018). Conclusion: Beyond listening to first generation students. In A. Bell & L. J. Santamaria (Ed.), Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies (pp. 191–218), London: Bloomsbury Academic.
  • Bell, A. & Benton, M. (2018). Experiences of Indigenous and non-Indigenous first generation students at an Australian university. In A. Bell & L. J. Santamaria (Ed.), Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies (pp. 47–72), London: Bloomsbury Academic.
  • Bell, A., Wolfgramm-Foliaki, E., Airini, A., Kelly-Laubscher, R., Paxton, M., Pukepuke, T. & Santamaria, L. (2016). Together to the table: Applying critical leadership in cross-cultural, international research. In L. Santamaria & A. Santamaria (Ed.), Culturally Responsive Leadership in Higher Education: Promoting Access, Equity, and Improvement (pp. 106–119), New York: Routledge.
  • Bell, A., Carson, L. & Piggott, L.. (2013). Deliberative Democracy for Curriculum Renewal. In E. Dunne & D. Owen (Ed.), The Student Engagement Handbook: Practice in Higher Education (pp. 499–508), Bingley, United Kingdom: Emerald Group Publishing Limited.

Journal articles

  • Peseta, T. & Bell, A. (2020). Seeing institutionally: A rationale for 'teach the University' in student and staff partnerships. Higher Education Research and Development, 39(1), 99–112. DOI:10.1080/07294360.2019.1676200
  • Bell, A., Potter, S., Morris, L., Strbac, M., Grundy, A., & Yawary, M. . (2019). Evaluating the process and product of a student staff partnership for curriculum redesign in film studies. Innovations in Education and Teaching International, 56(6), 740–750. DOI:10.1080/14703297.2019.1588768
  • Mladenovic, R., Martinov-Bennie, N. & Bell, A. (2019). Business students' insights into their development of ethical decision-making. Journal of Business Ethics, 155(1), 275–287. DOI:10.1007/s10551-017-3523-5
  • Leadbeatter, D. & Bell, A. . (2018). What can dental education gain by understanding student experience of the curriculum?. European Journal of Dental Education, 22(3), 468–478. DOI:10.1111/eje.12327
  • Bell, A. & Thomson, K.. (2018). Supporting peer observation of teaching: collegiality, conversations, and autonomy. Innovations in Education and Teaching International, 55(3), 276–284. DOI:10.1080/14703297.2016.1212725
  • Smidt, A., Wheeler, P., Peralta, L. & Bell, A. (2018). Transformative and troublesome: Reflective blogging for professional learning about university teaching. Reflective Practice, 19(4), 474–489. DOI:10.1080/14623943.2018.1525345
  • Hamshire, C., Forsyth, R., Bell, A., Benton, M., Kelly-Laubscher, R., Paxton, M. & Wolfgramm-Foliaki, E. (2017). The potential of student narratives to enhance quality in higher education. Quality in Higher Education, 23(1), 50–64. DOI:10.1080/13538322.2017.1294407
  • Peseta, T., Bell, A., Clifford, A., English, A., Janarthana, J., Jones, C., Teal, M. & Zhang, J. (2016). Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life. International Journal for Academic Development, 21(1), 54–66. DOI:10.1080/1360144X.2015.1115406
  • Bell, A. & Mladenovic, R. (2015). Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education, 20(1), 24–36. DOI:10.1080/13562517.2014.945163
  • Thomson, K., Bell, A. & Hendry, G. (2015). Peer observation of teaching: the case for learning just by watching. Higher Education Research and Development, 34(5), 1060–1062. DOI:10.1080/07294360.2015.1034349
  • Hinton, T., Yeoman, P., Carvalho, L., Parisio, M., Day, M., Byrne, S., Bell, A., Donohoe, K., Radford, J., Tregloan, P., Poronnik, P. & Goodyear, P. (2014). Participating in the communication of science: Identifying relationships between laboratory space designs and students' activities. International Journal of Innovation in Science and Mathematics Education, 22(5), 30–42.
  • Hendry, G., Bell, A. & Thomson, K. (2014). Learning by observing a peer's teaching situation. International Journal for Academic Development, 19(4), 318–329. DOI:10.1080/1360144X.2013.848806
  • Bell, A., Mladenovic, R. & Price, M. . (2013). Students' perception of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment and Evaluation in Higher Education, 38(7), 769–788. DOI:10.1080/02602938.2012.714738
  • Bell, A. & Mladenovic, R. (2013). How tutors understand and engage with reflective practices. Reflective Practice, 14(1), 1–11. DOI:10.1080/14623943.2012.732949
  • Ewing, R, Freeman, M, Barrie, S, Ahmed nee Bell, A, O'Connor, D, Waugh, F, Sykes, C. (2008). Building community in academic settings: the importance of flexibility in a structured mentoring program . Mentoring and Tutoring: Partnership in Learning , 16(3), 294–310.

Conference papers


  • Bell, A., Wolfgramm-Foliaki, E., Airini, A., Santamaria, L., Birch, E., Kelly-Laubscher, R., Paxton, M., Stanley, C. & Waterman, S. (2014). Global and cross-cultural perspectives on first-generation university students, AARE-NZARE 2014 Conference. Brisbane, Australia, December 2014.
  • Barrie, S., Bell, A., Cairnduff, A. & Teague, M. (2012). Setting the scene for change: Activating networks in the university labyrinth', AARE-APERA Conference. Sydney, Australia, 2-6 December 2012.
  • Bell, A., Mladenovic, R. & Price, M. (2012). Improving learning outcomes through effective assessment: benefits of grade descriptors, marking guides and exemplars, 5th Annual American Accoutning Association AAA Conference on Teaching and Learning in Accounting. Washington DC USA, August 2012.