Bernadette Knewstubb

Dr Bernadette Knewstubb profile-picture photograph

Dr Bernadette Knewstubb

Adjunct Professor
School of Education


PhD (La Trobe), MA, BA (Hons), PGDipTertT (Otago), Dip Bus. (Ara)


Bernadette began working in higher education as a Teaching Fellow in Communication Studies at the University of Otago in 1995, working with first-year premedical students. After working in TESOL in South Korea, Bernadette returned to New Zealand where she worked as a student learning advisor before moving to Scotland to begin her career as an academic developer at the University of Aberdeen in 2003. Having worked in Scotland and Australia, she relocated to Wellington as a lecturer and senior lecturer in the Centre for Academic Development in 2011. In 2019 she moved to Timaru, but maintains her links with Victoria through her adjunct work as a supervisor, marker and researcher. Her research ranges from curriculum development and graduate attributes through to the conceptual relationship between teaching and learning at university.

Current supervision and research

Bernadette has an adjunct position in the school, and is currently supervising one PhD student and supervising online postgraduate projects on occasion. She has also been working with school team on a research project investigating innovative teaching practices at Victoria University of Wellington. She is currently conducting a study of the threshold concepts in the career paths of academic developers with staff from the Universities of Canterbury and Otago. She has also been one of the co-editors of Higher Education Research and Development since 2017.


  • Brogt, E., Shephard, K., Knewstubb, B., & Rogers, T. L. (2020). Using SoTL to Foster a Research Approach to Teaching and Learning in Higher Education. In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 143-160). IGI Global.
  • Gilbert, A., Tait-McCutcheon, S., & Knewstubb, B. (2020). Innovative teaching in higher education: Teachers’ perceptions of support and constraint. Innovations in Education and Teaching International, 1-12.
  • Kensington-Miller, B., Knewstubb, B., Longley, A., & Gilbert, A (2018). From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes. Higher Education Research & Development, pp.1-15. DOI: 10.1080/07294360.2018.1483903
  • Knewstubb, B., & Nicholas, H. (2017). From model to methodology: developing an interdisciplinary methodology for exploring the learning–teaching nexus. International Journal of Research & Method in Education40(3), 270-287. DOI: 10.1080/1743727X.2017.1301914
  • Knewstubb, B. (2016). The Learning–Teaching Nexus: Modelling the learning–teaching relationship in higher education. Studies in Higher Education. 41(3), 525-540. .
  • Knewstubb, B., Hall, M., Elgort, I., & Gilbert, A. (2015) So similar and yet so different: Five issues for academic developers in a New Zealand university. Internationalisation and the academic developer, 9.
  • Knewstubb, B. & Ruth, A. (2015) Gestalt and figure-ground: Reframing graduate attribute conversations between educational developers and academics. International Journal for Academic Development 20, (1), 4-17.
  • Knewstubb, B. (2013). The learning–teaching nexus in higher education: teaching and learning in lectures as communication. Unpublished PhD dissertation, La Trobe University.
  • Spencer, D., Riddle, M. & Knewstubb, B. (2012). Curriculum mapping to embed graduate capabilities. Higher Education Research & Development 31(2), 217-231.
  • Tait-McCutcheon, S., & Knewstubb, B. (2017). Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education DOI: 10.1080/02602938.2017.1408771
  • Watterson, C., Knewstubb, B., Carnegie, D., & Wilson, M. (2016, September). Who Owns the Teaching and Learning Environment?. In International Conference on Interactive Collaborative Learning (pp. 294-308). Springer, Cham.