Professor Simon Barrie

BAppSci, PhD
Honorary Professor
+61 2 9351 5027
A35 / 307
The University of Sydney

Professor Simon Barrie is the Deputy Vice-Chancellor and Vice President (Academic) at Western Sydney University. He is a member of the Senior Executive Group and responsible for providing leadership of the University’s academic portfolio.

He leads strategic educational innovation at Western Sydney to deliver the University’s commitment to ensuring its students fulfil their potential to become influential global citizen-scholars in a technology-enabled world. His expertise is in innovatively engaging university communities to deliver new ways to sustainably enact the ‘idea of the university’ in a rapidly changing world.

Simon has worked in the field of Higher Education for 30 years and is an award-winning teacher with an international reputation for his leadership and research on the transformative potential of higher education. He has led major national research and development projects to support universities in the renewal of their educational programs to meet the needs of a new generation of learners and an uncertain future. His work links the learning demands of the new knowledge economy and the imperatives of sustainability and resilience, with educational innovation in new learning ecosystems.  

  • Deputy Vice-Chancellor and Vice President (Academic), Western Sydney University

Book Chapters
  • Barrie, S. and Pizzica, J. (2019), 'Reimagining university curriculum for a disrupted future of work : partnership pedagogy', Education for Employability (Volume 2): Learning for Future Possibilities, Brill 9789004418691.
  • Peseta, T. and Barrie, S. (2017), 'Stewardship as practice : 'learning on-the-job' for the academic development newcomer', Theorising Learning to Teach in Higher Education, Routledge 9781138677265.
  • Barrie, S., Andrews, J., Dean, L. and Heimanis, I. (2010), 'Employability : realising the potential of a university education', A Practical Guide to University and College Management: Beyond Bureaucracy, Routledge 9780415997171.
  • Barrie, S. (2009), 'Academic development as changing social practice : the generic attributes project', Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education: Theory, Cases, Practices, Open University Press 9780335233762.
  • Peseta, T., Brew, A., McShane, K. and Barrie, S. (2007), 'Encouraging the scholarship of learning and teaching in an institutional context', Transforming a University: the Scholarship of Teaching and Learning in Practice, Sydney University Press 9781920898281.
  • Barrie, S., Coe, T., Clegg, K., Harper, M. and Kiley, M. (2006), 'Illuminating pathways to leadership', Exploring Good Leadership and Management Practice in Higher Education: Issues of Engagement, Jill Rogers Associates 9780954711153.
  • Barrie, S. (2006), 'Academics' understandings of generic graduate attributes : a conceptual basis for lifelong learning', Graduate Attributes, Learning and Employability, Springer 9781402053412.
  • Prosser, M. and Barrie, S. (2003), 'Using a student-focused learning perspective to align academic development with institutional quality assurance', Towards Strategic Staff Development in Higher Education, Open University Press 0335212107. 

Journal Articles
  • Barradell, S., Peseta, T. and Barrie, S. (2021), 'Students and physiotherapists experience physiotherapy in particular ways : a phenomenologically oriented study', Physiotherapy Theory and Practice, vol 37, no 1 , pp 106 - 114.
  • Barradell, S., Barrie, S. and Peseta, T. (2018), 'Ways of thinking and practising : highlighting the complexities of higher education curriculum', Innovations in Education and Teaching International, vol 55, no 3 , pp 266 - 275.
  • Barradell, S., Peseta, T. and Barrie, S. (2018), ''There's so much to it' : the ways physiotherapy students and recent graduates experience practice', Advances in Health Sciences Education, vol 23, no 2 , pp 387 - 406.
  • Peseta, T., Barrie, S. and McLean, J. (2017), 'Academic life in the measured university : pleasures, paradoxes and politics', Higher Education Research and Development, vol 36, no 3 , pp 453 - 457.
  • Barrie, S., Bucat, R., Buntine, M., Burke da Silva, K., Crisp, G., George, A., Jamie, I., Kable, S., Lim, K., Pyke, S., Read, J., Sharma, M. and Yeung, A. (2015), 'Development, evaluation and use of a student experience survey in undergraduate science laboratories : the advancing science by enhancing learning in the laboratory student laboratory learning experience survey', International Journal of Science Education, vol 37, no 11 , pp 1795 - 1814.
  • Kligyte, G. and Barrie, S. (2014), 'Collegiality : leading us into fantasy : the paradoxical resilience of collegiality in academic leadership', Higher Education Research and Development, vol 33, no 1 , pp 157 - 169.
  • Popp, A., Levy, D. and Barrie, S. (2012), 'Rationalizing relationships between the various sets of learning outcomes as a data driven mapping strategy', International Journal of Engineering Education, vol 28, no 4 , pp 966 - 981.
  • Yeung, A., Pyke, S., Sharma, M., Barrie, S., Buntine, M., Da Silva, K., Kable, S. and Lim, K. (2011), 'The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project : the first Australian multidisciplinary workshop', International Journal of Innovation in Science and Mathematics Education, vol 19, no 2 , pp 51 - 72.
  • Hughes, C. and Barrie, S. (2010), 'Influences on the assessment of graduate attributes in higher education', Assessment and Evaluation in Higher Education, vol 35, no 3 , pp 325 - 334.
  • Ginns, P. and Barrie, S. (2009), 'Developing and testing a student-focussed teaching evaluation survey for university instructors', Psychological Reports, vol 104, no 3 , pp 1019 - 1032.
  • Ewing, R., Freeman, M., Barrie, S., Bell, A., O?Connor, D., Waugh, F. and Sykes, C. (2008), 'Building community in academic settings : the importance of flexibility in a structured mentoring program', Mentoring and Tutoring: Partnership in Learning, vol 16, no 3 , pp 294 - 310.
  • Barrie, S. and Ginns, P. (2007), 'The linking of national teaching performance indicators to improvements in teaching and learning in classrooms', Quality in Higher Education, vol 13, no 3 , pp 275 - 286.
  • Barrie, S. (2007), 'A conceptual framework for the teaching and learning of generic graduate attributes', Studies in Higher Education, vol 32, no 4 , pp 439 - 458.
  • Buntine, M., Read, J., Barrie, S., Bucat, R., Crisp, G., George, A., Jamie, I. and Kable, S. (2007), 'Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL) : a model for providing professional and personal development and facilitating improved student laboratory learning outcomes', Chemistry Education Research and Practice, vol 8, no 2 , pp 232 - 254.
  • Jamie, I., Read, J., Barrie, S., Bucat, R., Buntine, M., Crisp, G., George, A. and Kable, S. (2007), 'From APCELL to ACELL and beyond : expanding a multi-institution project for laboratory-based teaching and learning', Australian Journal of Education in Chemistry, vol 67 , pp 7 - 13.
  • Barrie, S. (2006), 'Understanding what we mean by the generic attributes of graduates', Higher Education, vol 51, no 2 , pp 215 - 241.
  • Barrie, S., Ginns, P. and Prosser, M. (2005), 'Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance', Assessment & Evaluation in Higher Education, vol 30, no 6 , pp 641 - 656.
  • Barrie, S. (2004), 'A research-based approach to generic graduate attributes policy', Higher Education Research and Development, vol 23, no 3 , pp 261 - 275.
  • Ginns, P. and Barrie, S. (2004), 'Reliability of single-item ratings of quality in higher education : a replication', Psychological Reports, vol 95, no 3 , pp 1023 - 1030.
  • Barrie, S. and Prosser, M. (2004), 'Generic graduate attributes : citizens for an uncertain future', Higher Education Research and Development, vol 23, no 3 , pp 243 - 246.
  • Barrie, S., Jain, P. and Carew, A. (2003), 'Generic graduate attributes : a research based framework for a shared vision', Staff and Educational Development International, vol 7, no 3 , pp 191 - 199.

Conference Papers
  • Barrie, S., Peseta, T. and Trigwell, K. (2016), 'From researcher to steward : revisiting the learning experiences in the Australian PhD', International Academic Identities Conference, University of Sydney.
  • Peseta, T., Barrie, S., Barrow, M., Grant, B., Kelly, F., Lucas, L., Trahar, S., Jawitz, J. and Thesen, L. (2016), 'Getting the measure of doctoral curriculum : a response to access and equity?', International Academic Identities Conference, Sydney, N.S.W..
  • Kligyte, G. and Barrie, S. (2011), 'Collegiality versus managerialism : the binary that binds us', Society for Research into Higher Education. Conference for Postgraduates and Newer Researchers, Newport, Wales.